Child-led research has arisen in response to changed perspectives on children’s rights and capabilities. However, questions remain about the implications of children participating in ways and for purposes designed by adults. This paper examines a child-led research project through the heuristic of dialogism to identify the perspectives and motivations of adults and children – the many ‘voices’ of the situation. Ontological conceptualisations of childhood, adult critical self-reflection, accommodation of children’s priorities and openness towards unexpected or challenging outcomes are discussed.

The choice to conduct research projects done with or by children is a political one. It reflects a standpoint that appreciates children's position as agentic beings and acknowledges their expertise. There are complex questions for academics and practitioners engaged in such research projects. This paper reports on a systematic review of peer‐reviewed research relating to children as researchers. The scope of the analysis is limited to children aged 15 and under, who were involved in at least one component of a research project. Twenty‐five published articles are included, and they demonstrate varied methods of engagement. The theoretical perspective the studies adopted may focus on one of three: (a) child‐led research, (b) children as co‐researchers, or (c) youth participatory action research. Not all studies included child researchers in all aspects of a research project, with participation influenced by the adopted theoretical perspective as well as reported barriers and challenges. This review presents the results of a systematic examination of the included papers, including approaches and methodological considerations as well as the socio‐cultural contexts within which projects are carried out. We discuss situational tensions that might inhibit the capacity of adults and children to partner in co‐creating new knowledge and developing robust ways of working together. Finally, we draw attention to three significant dimensions within the findings: the influence on the children‐as‐researchers paradigm of hierarchical structures inherent to academic institutions; the importance of engaging with specific historical, political, and social contexts; and challenges for inclusion and diversity.

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