This article draws on the authors’ experiences of undertaking health and social research involving children in Australia and England and focuses on securing the informed consent of children to participate in such research. A clear trend within literature, service provision, legislation and international conventions recognizes children as ‘active beings’ in all aspects of their lives. The services that are the focus of the research and evaluation projects in which the authors have been involved sought to empower children as active agents and decision-makers. Crucially, not only were these services available directly to children without requiring parental permission, but many children were also accessing these services without their parents’ knowledge. However, when it came to researching and evaluating users’ experiences of these services, the authors faced the problem that existing research gatekeeping systems tended to construct children as dependent, in need of protection and as ‘human becomings’. The authors found that research ethics committees would permit the research to take place only if both the child’s informed consent and that of his or her parents was obtained. The authors outline the implications of such dilemmas, which may not only be counter productive in terms of research objectives but also risk failing to afford children rightful regard in contemporary society. While the authors conclude that there are no quick fixes to the resolution of such dilemmas, they believe that researchers need to engage with the gatekeepers of research to ensure that the laudable effort to protect potentially vulnerable participants avoids overprotection, paternalism and the further disenfranchisement of already marginalized young people.

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Based on their research into the Victoria Climbié Inquiry, the authors outline an analysis they undertook of literature which had made substantial comment on either the inquiry itself and/or the subsequent inquiry report. An overview of seventeen published papers and a report is provided, with four categories of themes emerging. These themes are outlined and then connected with concerns the authors of the current paper identified in journal papers written 10 years or more ago. It is argued that the gap between recognition that society needs competent, well trained and skilled social work and other professionals to safeguard the lives of children and families and understanding of what education, training and employment support mechanisms are necessary in order for workers to become and remain well trained, skilled and effective, remains as wide as ever. The paper concludes with an outline of teaching approaches the current authors have adopted in pursuit of the kinds of learning opportunities they believe need to be put in place to improve professional practice in children and families' work. These include creative use of child abuse inquiry reports themselves, role plays and simulations and workshops designed to enhance critical reflection skills.

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