Theorising respect and disrespect by and about children and young people: a systematic literature review

Respect is a foundational moral and social value, yet its conceptualisation by and about children and young people remains underexplored. This systematic qualitative literature review examines how respect and disrespect are theorised, defined, or conceptualised in relation to children and young people, and the extent to which their perspectives are represented in schools, higher education, care and community settings. Guided by PRISMA protocols, ten databases were searched, yielding 814 records; 26 peer-reviewed articles met the inclusion criteria. Five overarching themes emerged: (1) Recognition and moral worth, emphasising respect as a universal entitlement and basis for rights; (2) Relational and reciprocal dynamics, highlighting mutuality, dialogue, and authentic engagement; (3) Respect as behavioural, emotional, and cultural construct, shaped by norms, authority, and gendered expectations; (4) Educational and developmental value, positioning respect as a teachable moral and epistemic virtue; and (5) Social justice, inclusion, and power, critiquing top-down, punitive respect agendas that alienate young people. Across contexts, respect was most often conceptualised as relational and care-oriented, expressed through attentiveness, fairness, and recognition of individuality. Disrespect, conversely, was linked to misrecognition, exclusion, and structural inequalities. Future research should recognise young people as capable of contributing to theoretical and practical understandings of moral principles such as respect.