Rooted in the transdisciplinary approach to research as outlined by Darbellay (2015) that aims to include interested parties’ viewpoints, understandings and knowledge throughout the research process, our symposium draws upon the work of Moody (in press), which foregrounds the significance of children’s participatory roles as co-researchers, recognizing them as agentic and knowledgeable stakeholders in research processes. It emphasizes that children’s participation in research is an ethical choice that acknowledges their agency and rights, thus aligning with the principles of the United Nations Convention on the Rights of the Child, particularly articles 12 and 13, which assert children’s rights to be heard and express their opinions freely​​.

A project by Moody et al. (2021) exemplifies how children can enrich research with their expertise, especially regarding their experiences of school journeys. This illustrated the potential of transdisciplinary research to yield original contributions to our understanding of childhood and children’s rights. Their work emphasized the need for research that genuinely reflects the lived experiences of children, viewing them as active social agents.

James (2007) highlights issues of representation, authenticity, and the diversity of children’s experiences, stressing that children's voices in research should not merely confirm established views but rather offer fresh, authentic perspectives based on their unique social roles​​​​. The model of “children’s research advisory groups” (‘CRAG’) (Lundy et al., 2011) emphasizes how their active involvement in addressing concepts and analyzing data enhances the validity and applicability of research findings. Gillett-Swan (2018) supports this view, arguing that including children’s insights in data analysis processes fortifies the quality of results.

Incorporating insights from a recent systematic review of research with and by children (Bakhtiar et al., 2023), our symposium will explore the nuanced roles of children in research, reflecting a shift towards recognizing their agency and expertise. This aligns with Thomas's (2021) arguments, which advocate for the validity and necessity of child-led research within the broader scope of childhood studies. Our symposium proposes to extend the concept of CRAGs by embedding it within a transdisciplinary framework, emphasizing how they can be designed and implemented. While participatory approaches have been a cornerstone of children’s rights research, transdisciplinarity offers a broader, more cohesive strategy, treating participatory methods as a subset of its inclusive philosophy which fosters integration of children’s voices into research and policymaking, ensuring their perspectives are not merely included but are instrumental in shaping outcomes.

Our sessions will highlight how children can influence research questions and designs, refining methodological tools and engaging in data analysis, thereby actively participating in the co-creation of knowledge​​. However, we will not shy away from discussing the challenges, such as power differentials, the complexities of adult facilitation, and achieving genuine participation. We will delve into the roles and ethical elements regarding varied questions like: How can researchers strike a balance between encouraging participation and respecting a child’s choice not to engage, particularly in settings like schools where the concept of voluntariness may be blurred, while being mindful of the different levels of understanding and competence across varying ages?

During this symposium, we will also discuss the challenges and opportunities inherent in these approaches, considering the diversity of European contexts through experiences from Switzerland, Germany, and the UK. Each presentation within this symposium will concentrate on methodological aspects of participatory research, from conception to implementation,  in educational contexts. By uniting the theoretical and practical dimensions, we aspire to create a transdisciplinary space where children’s voices are not just included but are instrumental in shaping the research paradigm and where specific limitations arise.

Bakhtiar, A., Lang, M., Shelley, B. & West, M. (2023). Research with and by children: A systematic literature review. Review of Education, 11(1). Darbellay, F. (2015). Rethinking inter- and transdisciplinarity: undisciplined knowledge and the emergence of a new thought style. Futures, 65, 163-174. Gillett-Swan, J.K. (2018). Children’s analysis processes when analysing qualitative research data: A missing piece to the qualitative research puzzle. Qualitative Research, 18(3), 290-306. James, A. (2007). Giving Voice to Children’s Voices: Practices and Problems, Pitfalls and Potentials. American Anthropologist, 109(2), 261-272. Lundy, L., McEvoy, L. & Byrne, B. (2011). Working with young children as co-researchers: An approach informed by the United Nations Convention on the Rights of the Child. Early education & development, 22(5), 714-736. Moody, Z. (2023, in press). Children as Co-Researchers. In F. Darbellay (Ed.) Handbook of Interdisciplinarity. Edward Elgar Publishing. Moody, Z., Darbellay, F., Camponovo, S., Berchtold-Sedooka, A. & Jaffé, P. D. (2021). Children as Co-researchers: A Transdisciplinary and Participatory Process. In Ethics and Integrity in Research with Children and Young People (p.151-165). Emerald Publishing Limited. Thomas, N. P. (2021). Child-led research, children’s rights and childhood studies: A defence. Childhood, 28(2), 186-199.