Facilitating Participatory Research with Young People: Ethical and Practical Considerations

This study delves into the experiences of a Trainee Educational Psychologist (TEP) while facilitating a participatory research (PR) project with young people within a mainstream secondary school setting. The central focus is on the researcher’s reflective journey, highlighting the complex ethical and practical challenges encountered in empowering young co-researchers to actively shape the research process. Employing a collaborative approach, the study involved four young co-researchers who participated in stages of the research, from methodology design to the presentation of findings. Key findings underscore the critical importance of ongoing reflexivity and open dialogue in navigating the inherent power imbalances between the adult researcher and the young coresearchers. The researcher’s experience shows the need for constant vigilance in ensuring equitable participation and addressing potential biases within the co-researcher group. Furthermore, the study highlights the ethical dilemmas arising from time constraints, particularly in relation to providing adequate training and ensuring informed consent. The co-researchers’ reluctance to be recorded, coupled with the extended training periods required, underscores the importance of prioritising the co-researchers’ comfort levels allowing them to shape the research parameters. The transformative potential of PR was evident in the co-researchers’ increased confidence and the development of valuable transferable skills, such as data analysis and public speaking. Moreover, the study provided nuanced insights into the lived experiences of young people individual needs, offering valuable perspectives that can inform educational practices and interventions. This research holds significant relevance for EPs, emphasising the importance of adopting a collaborative and empowering approach when working with young people. By centring the voices of young co-researchers, the study underscores the necessity of listening to and valuing their perspectives in the development of effective and inclusive interventions. The study concludes that, while challenging, PR can create meaningful social change by challenging traditional power dynamics and amplifying the voices of marginalised youth, ultimately contributing to more equitable and empowering learning environments.