What is the state of children’s participation in qualitative research on health interventions?: a scoping study

Abstract

Background Children are the focus of numerous health interventions throughout the world, yet the extent of children’s meaningful participation in research that informs the adaptation, implementation, and evaluation of health interventions is not known. We examine the type, extent, and meaningfulness of children’s participation in research in qualitative health intervention research. Method A scoping study was conducted of qualitative published research with children (ages 6–11 years) carried out as part of health intervention research. Following Arksey and O’Malley’s scoping study methodology and aligned with the PRISMA-ScR guidelines on the reporting of scoping reviews, the authors searched, charted, collated, and summarized the data, and used descriptive and content analysis techniques. Ovid MEDLINE was searched from 1 January 2007 to 2 July 2018 using the keywords children, health intervention, participation, and qualitative research. Study selection and data extraction were carried out by two reviewers independently. Results Of 14,799 articles screened, 114 met inclusion criteria and were included. The study identified trends in when children were engaged in research (e.g., post-implementation rather than pre-implementation), in topical (e.g., focus on lifestyle interventions to prevent adult disease) and geographical (e.g., high-income countries) focuses, and in qualitative methods used (e.g., focus group). While 78 studies demonstrated meaningful engagement of children according to our criteria, there were substantial reporting gaps and there was an emphasis on older age (rather than experience) as a marker of capability and expertise. Conclusions Despite evidence of children’s meaningful participation, topical, geographical, and methodological gaps were identified, as was the need to strengthen researchers’ skills in interpreting and representing children’s perspectives and experiences. Based on these findings, the authors present a summary reflective guide to support researchers toward more meaningful child participation in intervention research.

Inclusion of children with disabilities in qualitative health research: A scoping review

“…However, for this to occur meaningfully, research teams need to commit to training children in an age-appropriate way, similar to how research assistants are equipped with the skills that they need to engage deeply with the project. The reflective guide developed by Hunleth et al is one tool that may assist researchers who wish to deepen the meaningfulness of children’s participation in health research [ 96 ]. Although this preparation may require more time and resources, it will ultimately build children’s capacity that can be engaged in future research projects and ensuring that research aims are aligned with needs prioritized by children with disabilities.…”

More-Than-Human: A Cross-Sectional Study Exploring Children’s Perceptions of Health and Health-Promoting Neighbourhoods in Aotearoa New Zealand

“…Hunleth, Spray, Meehan, Lang, and Njelesani [ 1 ] advocated that the cornerstone of children’s meaningful participation is listening without tokenising or diminishing their perspectives and experiences. Their recent scoping study found that children’s meaningful participation in health research has not increased with time [ 1 ].…”

“…Hunleth, Spray, Meehan, Lang, and Njelesani [ 1 ] advocated that the cornerstone of children’s meaningful participation is listening without tokenising or diminishing their perspectives and experiences. Their recent scoping study found that children’s meaningful participation in health research has not increased with time [ 1 ]. Previous NZ research flags implications for decision-makers, such as local councils and planners, regarding knowledge gained through urban environment research with children [ 26 ].…”

“…Researchers may do well to embrace collaborative processes from practice, such as co-design, a design-led process, which can facilitate children’s participation in addressing real-world concerns [ 11 ]. Decision-makers may benefit from drawing on participatory child-centred methods and learnings from research, such as the reflective guide for child-centred thinking in health intervention research [ 1 ]. Foregrounding participatory processes with models of child participation can enhance the process and optimise outcomes, for example, the framework offered by Lundy [ 45 ] for conceptualising Article 12 of the UNCRC [ 11 ].…”

“…There is great potential—and great responsibility—when engaging in health and environment research with children. Despite children in middle childhood (ages 6 to 11 years) contributing important insights to topics such as health, their input is not necessarily taken seriously by decision makers [ 1 ]. The impacts of rapid urbanisation and climate crises will be inherited by today’s young people, compelling researchers and practitioners alike to reflect on how children’s meaningful participation can influence positive environmental change.…”