Researchers from The University of Manchester are calling for urgent changes to how children and young people are asked to take part in research, warning that current consent systems often fail to reflect their voices, experiences and rights.
The article highlights how traditional approaches – relying heavily on parents, schools and formal paperwork – can overlook children’s ability to understand and make decisions about research participation.
Instead, the researchers argue for a more flexible, inclusive and ongoing approach to consent that treats children and young people as active contributors, not passive participants.
Key findings
-
Traditional consent models often rely on adult “proxies” such as parents and schools
-
Children and young people’s ability to make informed decisions is frequently underestimated
-
Complex, legalistic consent documents can discourage participation
-
Schools play a central but under-recognised role in shaping access to research
-
Current systems can create “epistemic injustice”, limiting whose voices are heard
-
A more flexible, participatory and culturally sensitive approach is needed
Why consent isn’t working for children
The paper argues that gaining consent in studies involving children is often treated as a legal formality, rather than a meaningful process.
Current systems tend to prioritise institutional requirements such as ethics approvals and documentation over children’s own understanding and experiences.
Children are frequently positioned as needing protection, but this can come at the cost of recognising their competence. Evidence shows that many children and adolescents are capable of understanding research and making informed choices, particularly as digital literacy increases.
The hidden role of schools
Schools play a crucial role in research, acting as gatekeepers between researchers, children and families.
They are often responsible for sharing information, managing communication and enabling access – but their capacity to do this varies widely depending on time, resources and infrastructure.
In many cases, researchers have little direct contact with parents, relying instead on school systems to distribute information. While this helps with logistics, it can dilute communication and affect how well families understand what participation involves.
When paperwork puts people off
The article highlights how long, complex consent forms, often shaped by legal and data protection requirements, can discourage participation.
For families, particularly those from diverse linguistic or cultural backgrounds, these documents can be difficult to understand and may even create unnecessary concern about risk.
This can lead to what researchers describe as “epistemic injustice”, where children and young people are effectively excluded from contributing to knowledge because the process itself is inaccessible.
Children as active participants – not passive subjects
The researchers argue that children should be recognised as capable social actors, able to express views and make decisions about research participation.
Rather than relying solely on parental consent, approaches should support children’s own understanding, including their right to agree – or refuse – to take part.
This aligns with wider principles that children have the right to be heard in decisions affecting them.
What needs to change
The paper proposes a shift towards a more flexible and inclusive model of consent, built around real-world relationships and contexts.
Changes researchers are calling for
-
Consent as an ongoing process
-
Consent should be revisited throughout a study, not treated as a one-off decision
-
Better communication
-
Materials should be clearer, shorter and accessible to both children and families
-
Schools as partners
-
Schools should be supported as collaborators, not just intermediaries
-
Children’s voices at the centre
-
Processes should actively include children’s views, including opportunities to dissent
-
More culturally sensitive approaches
-
Consent models should reflect diverse social and cultural contexts
Why this matters now
The researchers argue that improving consent processes is not just an ethical issue – it directly affects the quality, inclusivity and impact of research.
When children and young people are excluded or disengaged, important perspectives are lost, particularly from underrepresented groups.
More inclusive approaches could help build trust, improve participation and ensure research better reflects the realities of children’s lives.
What the researchers said
“Current consent processes often prioritise systems and structures over the children they are designed to protect,” said lead author Dr Sarah MacQuarrie.
“The University of Manchester is a public research university in Manchester, England. The main campus is south of Manchester City Centre on Oxford Road.”
Please visit the firm link to site
