About the toolkit

The Voice of the Child toolkit is an evidence-based resource designed for researchers, service providers, clinicians and others keen to involve children and young people in their work – whether they are just starting out or looking to expand their skills. Drawing on research, consultations and best practice, this toolkit offers practical guidance for planning, designing and implementing a process of involvement – whatever your context. 

The toolkit is also available to download in PDF form.

While it can be used to involve children and young people of all ages, this toolkit specifically addresses gaps in existing resources by focusing on children under 12 years old. It is not intended as a comprehensive guide to participatory approaches or research methodologies (links to further resources on these are provided), but rather provides practical information, step-by-step guides, illustrative examples, and a range of resources to build knowledge and overcome the challenges of effective involvement. 

Please share your feedback and insights with our team to contribute to continually strengthening the toolkit’s relevance and applicability.

Contact the team

 

Our commitment

We are committed to championing the voices of children and young people in both principle and practice. As a leader in child health, we embrace the perspectives and lived experiences that only children and young people can offer. We acknowledge that power differentials, adult-centric models, and conventional research and service paradigms have often side-lined their contribution. By actively partnering with children, young people, families, and communities, we can redress these imbalances and create environments in which they are genuine co-creators of knowledge and solutions.

Why a toolkit?

The Voice of the Child was developed to support researchers, clinicians, service providers, and others dedicated to placing children at the heart of their work. We have witnessed how involving children and young people in meaningful ways enhances the quality, relevance and trustworthiness of research, practice and policy. This toolkit is designed to support those seeking to share our goal of empowering children and young people to be active contributors. It allows users to navigate the practical, ethical and cultural considerations required for child and youth involvement. This toolkit draws on our research, consultations and practice wisdom, and the direct involvement of children and young people. It integrates diverse theories and evidence-based practices – including co-production, community and consumer involvement and rights-based approaches – to guide involvement that is purposeful and impactful.

Our approach

Choosing the term ‘voice of the child’ reflects our alignment with children’s rights frameworks. While we value the active involvement children and young people in research, practice or policy, we recognise there is no single ‘correct’ method for involving children. Consequently, the toolkit comprises a set of core principles and rights and draws from multiple schools of thought and participatory approaches to offer an introduction to various tools and concepts.

This approach complements broader models of consumer and community involvement, and patient and public involvement, in research, education, health, and social care. By centring children and young people’s perspectives, we ensure that their involvement builds on and strengthens other established practices that prioritise co-production, equity and respect.

Choosing the term ‘involvement’ over ‘engagement’ emphasises our partnership approach. Children and young people’s participation should extend beyond ‘data collection’. They should be meaningfully included across projects, influencing processes and outcomes.

A toolkit for all

Melbourne Children’s is committed to centring the voices of children and young people across all our programs, projects and initiatives. We do this not just to fulfil an ethical duty, but to enrich every aspect of our work, ensuring that research, practice and policy are genuinely shaped by those at the heart of our mission. While the toolkit reflects our experiences and aspirations at Melbourne Children’s, it is a living resource that thrives on collective wisdom. We offer this toolkit in the spirit of collaboration and continuous learning. Together we can uphold the rights of children and young people and create happier, more inclusive futures for all.

We invite you to join us in refining and expanding these approaches over time. Please share your feedback and insights with our team to contribute to continually strengthening the toolkit’s relevance and applicability. Email: [email protected]

We look forward to ongoing partnerships with children and young people, and working alongside partners both within and beyond Melbourne Children’s to expand the possibilities of child and youth involvement, advance our collective practice, and honour the power of young voices in transforming their own lives and the world around them.

Ken Knight
Head of Research Impact & Consumer Involvement
Murdoch Children's Research Institute

Lee Constable
Voice of the Child Project Coordinator
Centre for Community Child Health

What is child and young person involvement?

Although approaches can vary, the fundamental purpose of child and young person involvement is consistent – to foster involvement ‘with’ or ‘by’ children or young people rather than ‘to’, ‘about’ or ‘for’ them’. This approach is widely recognised across research, practice, policy, and advocacy.

Involvement requires genuinely listening to children and young people, and creating opportunities for them to meaningfully exert influence and impact. Involving children and young people not only captures their views, but also nurtures their strengths, interests and abilities. It provides genuine opportunities for their participation in decisions about things that affect and matter to them.

Involving children and young people can include, but is not limited to: 

  • surveys or consultations to help shape programs or services
  • contributing to meetings and events
  • participating on boards, committees, youth councils, and advisory groups
  • designing, leading or supporting projects
  • planning, co-facilitating and/or delivering presentations at conferences, training sessions or workshops
  • co-designing and co-producing research, services and/or programs
  • meeting and raising issues with politicians and other decision makers. 

Illustration by Lorna, aged 9.

 

Why involve child and young people?

Children and young people have a right to express their views in matters that affect them. They offer unique and valuable perspectives, ideas and expertise based on their own lives. When their contribution is listened to and acted upon, it can enhance the relevance, quality, trustworthiness, dissemination, and impact of services, programs, interventions, campaigns and policies. 

Their involvement helps generate insights that may not otherwise be available through research ‘on’ children and young people, or where engagement is with adults alone. This enables the development of more effective policies, services and resources to address the needs of children and young people. 

Children and young people can benefit from participating in the process of research, practice and decision making.

They may: 

  • experience an increased sense of empowerment, agency and self-efficacy in matters of importance to them
  • receive mentorship opportunities and increased peer support, social connections and community involvement
  • improve their personal knowledge and skills
  • contribute to delivering interventions and services that more precisely meet their needs and the needs of other children or young people like them. 

Values and principles

Establishing the toolkit values and principles

Involving children and young people in decisions that affect them is fundamental to ethical, impactful work. An extensive review was undertaken to inform the values and principles in this toolkit. It identified 25 relevant resources from diverse organisational contexts from which two core values and nine key principles were distilled. Collectively, these provide a rights-based foundation for involving children and young people. These values and principles were sense-checked and refined in collaboration with children, young people and Melbourne Children’s staff, and aligned with international human rights agreements - such as the United Nations Convention on the Rights of the Child (UNCRC).

Values

Children and young people have a right to be involved in matters that affect them

Children and young people hold an inherent right to shape decisions and processes that influence their lives. Upholding this right means ensuring they can participate in meaningful ways and treating them as active contributors rather than passive recipients. Their voices deserve to be heard, respected and acted upon.

Children and young people bring unique perspectives and expertise

Children and young people offer unique insights that cannot be replicated by adult-centric approaches. Valuing this input respects their contribution, builds understanding and contributes to greater impact.

Principles

Building on the core values are key principles that translate ethical, rights-based commitments into practical action. Each principle highlights a dimension of meaningful involvement, emphasising inclusivity, shared power, safety, and ongoing support. Together, they provide a framework for ensuring children and young people’s voices shape every stage of your work - turning positive intentions into consistent, empowering practice.

Everyone should understand why children and young people are involved and have a clear picture of the goals and outcomes you’re collectively seeking to achieve.

All children should be given the opportunity to take part, no matter their background or abilities. No one should feel left out or overlooked. Purposefully remove barriers for equal participation and use inclusive methods.

Children and young people have the right to say ‘yes’ or ‘no’ about joining in. Consent is not a one-off decision; it is an ongoing process, and adults should actively ensure that children are free to say ‘yes’ or ‘no’ to participating throughout a project.

Spaces and activities should protect children and young people’s wellbeing, with fair treatment for all.

Everyone’s ideas and opinions matter. Children and young people should be able to help shape decisions, not just have their thoughts noted and forgotten.

Communicate using appropriate language for children and young people. Talk honestly and listen to each other, agreeing on the words and ideas you’ll use to describe the work. This way, everyone has a clear understanding of tasks, roles and outcomes.

Those organising or leading activities should ensure children and young people have the time, tools and help they need to join in fully.

Be honest and clear about how and when children and young people will be involved, including how decisions will be made and how much input they can have. If it is not possible to incorporate everyone’s ideas, provide clear reasons and explain how any single viewpoint will be prevented from dominating. Children and young people deserve regular updates on what happens with their ideas and suggestions.

Children and young people should gain something positive - like new skills, confidence, and the chance to make a difference. There should be a clear aspiration for impact. 

From principles to practice

Establishing clear values and principles from the start respects equity, builds trust and accountability, and facilitates shared decision making. The values and principles provide a foundation for upholding the rights of children and young people, and maintaining a focus on empowering them - not just including them.

Each section of this toolkit provides guidance on how to integrate the values and principles into project planning, implementation, dissemination and evaluation. It includes practical resources designed to support the engagement of children and young people that build on the values and principles.

By learning from each project you undertake, you can build more meaningful partnerships with children and young people, and craft projects, policies and services that better meet their needs.

Readiness to involve children and young people

Before involving children and young people, reflect on whether your organisation or project is prepared to approach this work in a way that upholds the values and principles of meaningful involvement as outlined in Part 1. If you lack the time, skills or resources to uphold ethical child-centred involvement, consider exploring alternative ways of hearing children and young people’s voices rather than proceeding with direct involvement.

If readiness for involvement is insufficient, you can still amplify children’s voices through:

  • accessing existing research: Refer to published studies and reports from children’s commissioners, peak bodies or advocacy groups.
  • reflections from adults with childhood lived experiences: For example, adults who grew up with a disability or in challenging life circumstances, can share insights from their own childhood, effectively bringing their childhood perspective to discussions.
  • parent or guardian perspectives: parents or guardians with lived and living experience can have a deep understanding of their children’s worlds - both strengths and vulnerabilities - and can provide a valuable perspective.

Lundy Model of Child Participation

The Lundy Model of Child Participation (Lundy Model) is a participation framework that conceptualises the principles of the United Nations Convention on the Rights of the Child (UNCRC). Article 12 of the UNCRC is about the right of children and young people to be heard – to express their views freely in matters affecting them, and for those views to be listened to and taken seriously in accordance with their age and maturity. The framework is designed to ensure that children and young people have meaningful involvement in decision making processes that affect their lives.

This model has four key components that support a rights-based approach, to ensure that children’s voices are both heard and acted upon (Figure 1). The four elements follow a chronological order.

Components of the Lundy Model

Children and young people must be given safe, inclusive opportunities to express their views. This involves creating environments where they feel comfortable and confident to speak up.

Children and young people must be supported in articulating their views freely. This means ensuring that children understand the issues at hand and that their opinions are valued.

Children’s views must be listened to. This involves identifying the right people to hear the children’s opinions, such as policymakers or practitioners who have the power to act on their concerns.

Children’s views must be acted upon, as appropriate. It's important to show children how their contributions have shaped decisions, demonstrating the impact of their involvement.

Considering key questions in each of these four elements throughout the planning phase helps to ensure that the planned involvement is appropriate, purposeful and leads to meaningful outcomes.

Figure 2. Actioning the Lundy Model (adapted from Lundy’s Voice Model Checklist for Participation).

Planning for involvement

Determining level of involvement

Where and how children and young people are involved depends on multiple factors, including project aims, resources and the extent of the commitment underpinning the work. Different approaches align with varying levels of involvement, from relatively simple consultation to deep co-design or co-production. By matching each level of involvement (e.g. feedback sessions, advisory roles or full co-production) to the time, capacity and desired impact of the project, you can create authentic opportunities for children and young people to contribute. Remember, children and young people can be engaged at different stages - or not at all in some phases - as long as this is considered and you remain transparent about these decisions.

Table 1: Levels of involvement in decision making (adapted from Shier's Matrix for Analysing Children's Engagement in research processes).

Participatory approaches to involvement

The active participation of children and young people in a project can vary in intensity and duration. It can range from involvement in only some phases of a project or research to full co-design or co-production where the children or young people contribute to the entire process including co-planning, co-delivery and coevaluation. Those interested in encouraging high levels of active participation of children and young people may want to explore participatory research resources.

Resources for participatory research

  • Kids in Action | The International Collaboration for Participatory Health Research (ICPHR). A collection of resources and links to different types of participatory research with children and young
    people.
  • Kids in Action | Melbourne School of Population and Global Health. A network is being established to increase the profile of participatory research with children. This is part of
    the ICPHR. Contact Dr Katitza Marinkovic.
  • YPAR Hub | University of Berkeley. Youth Participatory Action Research (YPAR). YPAR Hub takes an innovative approach for promoting positive community change and youth development. The Hub provides resources for reflecting on your group’s capacity to engage in YPAR, forming a team, planning your YPAR project, and using the findings to advocate for change in your community.

Illustration by Alessia, aged 5.

Who to involve

Evidence suggests that incorporating children and young people early - such as involving them in planning - can boost their interest and motivation to participate. Where possible, co-designing elements of the project with them helps ensure relevance and fosters a sense of ownership.

Identifying which children and young people to include in your project will require consideration of:

  • who will be affected by the project
  • whose experiences and perspectives are relevant to the aims of the work
  • diversity characteristics (e.g. age, culture or ability) that reflect the cohort your project is likely to impact
  • skill levels or abilities required for the activities (including identifying potential barriers and providing support to maximise participation)
  • interest in the project or proposed activities.

 

Diversity

Children and young people will have diverse experiences, perspectives and abilities.

These will be shaped by:

  • age and developmental stage
  • ways of communicating
  • cultural and linguistic background, ethnicity and religion
  • skills and knowledge
  • gender and sexuality
  • socio-economic status and geographical location
  • life challenges (e.g. experiences of trauma or adversity).

Aim to involve a representative cross-section of the community in your project. This will ensure equal opportunities for participation across different groups and capture diverse views and experiences. This can improve the quality of your data and information, strengthen the relevance of your work, and uphold ethical inclusivity.

 

Intersectionality

Intersectionality recognises that children and young people may experience overlapping identities and experiences – such as race, gender, disability or socio-economic status – that shape their lived experiences. Any one-size-fits-all approach will risk oversimplifying their experiences and may fail to meet their specific needs. Involvement methods should therefore be adaptable and sensitive to these intersecting factors, ensuring all participants can contribute meaningfully. Being mindful of intersectionality can help uncover hidden barriers to engagement, strategies that foster belonging, and respect diverse needs.

Illustration by Celeste, aged 5.

Budget and time planning

The ideal time to consider the full costs and time of involving children and young people is during the planning phase of your project to ensure you plan for the necessary resources, budget and time. If the project involves funding from grants or other external funders, appropriate planning and accurate budgeting can help ensure that you secure adequate funding to fully implement the project.

Budget

Costs involved in children or young people’s involvement may include:

  • remuneration or reimbursements (e.g. the cost of transportation) for the children and young people and/or their parent or guardian)
  • payment for facilitators and, if needed, co-facilitators
  • staff training or capacity building requirements
  • training and/or capacity building for children and/or young people
  • venue or material costs (e.g. audio recording equipment or tools and/or materials to support involvement)
  • staffing costs (e.g. designing child-friendly documents and activities, managing youth advisory groups)
  • participatory budgets for children and young people to decide on how to use it
  • data collection (e.g. audio recording equipment), transcription, synthesis and analysis costs).

Time planning

Involving children or young people in your project or research can require additional time when compared to involving adults. Allowing 2-3 times the usual amount of preparation time can help ensure that appropriate resources and activities are provided for the children or young people involved in your project, and that appropriate facilitation can be achieved.

Before developing a budget or project timeline, take time to consider the information provided in Part 3: How to involve children and young people and Part 4: Activities and methods to ensure that adequate resources are available to successfully undertake your project.

How to involve children and young people

Thoughtful and inclusive planning ahead of engaging children and young people in your project will help to optimise their engagement and support better outcomes for all. This includes:

  • ensuring activities respect children’s rights (Part 1)
  • considering the children and young people most likely to be interested in participating, their potential level of involvement, and the required resources (Part 2)
  • preparing for engagement by:
    • building an understanding of the children and young people you would like to engage
    • identifying potential recruitment strategies
    • obtaining consent
    • communicating effectively
    • enabling children and young people to shape the project
    • ensuring inclusivity
    • identifying appropriate settings and facilitation
    • planning for safety and harm minimisation
    • maintaining confidentiality and privacy
    • recognising the contribution of children and young people
    • establishing processes for effectively providing feedback
    • selecting the most age-appropriate and suitable engagement strategies.

Reaching out to children and young people

Thinking strategically about where and how you can connect with children and young people who would be interested in - and benefit from – involvement in your project helps to ensure meaningful and effective participation. Potential avenues include:

  • youth organisations such as local council youth centres, drop-in centres or cultural clubs
  • government or non-government services (e.g. community health centres, childcare centres or local libraries)
  • community groups or clubs (e.g. Scouts, sporting clubs or faith-based organisations)
  • digital platforms: online forums, apps or youth websites popular with children or young people in your target age range (e.g. moderated Discord servers or youth-focused hubs)
  • social media channels such as TikTok, Snapchat, Instagram and Facebook for young people older than 16 and parents or guardians. Refer to the communications policies of your organisation, and the particular channel, for guidelines on social media use.
  • condition-specific or advocacy groups (e.g. AMAZE, Tourette Syndrome Association of Australia or Yellow Ladybugs)
  • schools.

Reaching out through trusted intermediaries — such as youth workers, school counsellors or sports coaches — can significantly improve both the quantity and quality of responses, as these people are often trusted gatekeepers and advocates. When approaching people or organisations for recruitment assistance, clearly communicate the purpose and benefits of participation for children and young people.

Consent

Obtaining consent is essential whenever children or young people are involved in a project. In a research context (e.g. co-design or children as research participants), both ethics approval and informed consent are typically required. Even if a parent or guardian is providing informed consent, based on the child’s or young person’s capacity to consent, children and young people should still have the opportunity to agree to or decline involvement. In nearly all situations, a child’s decision not to participate should override any prior consent provided by their parent or guardian.

In Australia, the National Statement on Ethical Conduct in Human Research provides guidelines for researchers undertaking research with or about people. The National Statement helps researchers and research ethics committees identify and address ethical issues in the design, conduct, review, and dissemination of human research. Chapter 4.2 of the National Statement specifically addresses research with children and young people.

For consumer involvement approaches (e.g. providing input on research design or involvement in service design and delivery), ethics approval and formal consent may not be needed. However, you should still seek permission from parents or guardians and agreement from the child or young person.

Communication

Children and young people should have clear, accessible information about the project so they can engage meaningfully. Effective and engaging communication with children and young people involves tailoring information to their developmental stage, cultural context and language skills. Providing the information that young people require in a style that supports their engagement, helps them to participate meaningfully in your project.

Table 4: Information to provide to children and young people.

Whether communication is written or verbal, communicate in age-appropriate, straightforward language that avoids complicated words or technical jargon.

If complex terms are unavoidable, explain them in ways that children can understand. For example, instead of just using the word ‘nutrition’, you could explain, ‘Nutrition means eating good foods that help your body grow strong and healthy. Good foods are things like fruits and vegetables.’

The goal is to break down the concept into everyday language and relate it to things children are familiar with. You can tailor content to different age groups by adjusting vocabulary and sentence structure. Adding examples or visuals can also make the explanation more engaging and easier to grasp.

As children and young people have varying literacy levels, consider using visuals (e.g. pictures, icons, infographics and diagrams) to accompany written descriptions and explain key points. Comic strips or storyboards can also be used.

Consider using graphic design platforms like Canva or Adobe Express to design visually engaging documents. These platforms contain existing templates which can be adapted to suit the purposes of your project. 

Use images that are inclusive and reflect the diversity of children and young people including physical characteristics, gender, abilities and culture.

Videos with voiceovers can be more engaging for children and young people, especially younger audiences or those with limited literacy. Visual communication platforms like Powtoon or Moovly can be used to create animated videos to convey messages in a dynamic and interactive way.

Ensure your materials are culturally appropriate and reflect the linguistic needs of children you plan to involve. This could include:

  • translating documents into relevant languages
  • using culturally relevant examples or imagery
  • working with bilingual facilitators to clarify concepts where necessary.

Before finalising written or verbal materials, test them with a small group representing the target population (e.g. age, developmental level or culture). Doing so helps ensure the language, format and concepts are appropriate for the children or young people you will be involving in your project.

When testing materials with your intended target group, seek feedback about whether the materials are:

  • clear: Is the language and ideas are simple and easy to understand?
  • engaging: Are the materials are interesting? Do they resonate with the target groups’ experiences and interests?
  • effective: Is the purpose clear? Are the instructions are communicated in a way that is meaningful and actionable for the intended target group?

How to test materials

Pilot sessions

  • Conduct a small trial run of the materials with a group of people  representing the target age group you’re hoping to engage. Test with children from diverse backgrounds, experiences and circumstances, including cultural and linguistic diversity.
  • Observe their reactions and ask follow-up questions to gauge their understanding.

Gather feedback

  • Ask simple, direct questions like: 
    • ‘Did that make sense to you?’
    • ‘Can you tell me in your own words what this means?’
  • Encourage honesty and assure them there are no wrong answers.

Iterate and refine

  • Adjust the materials based on the feedback received. For instance:
    • replace complex terms with simpler language or explain them differently
    • add visuals or examples to clarify abstract concepts.
  • Test the revised materials again, if feasible, to confirm improvements.

Resources

A range of resources is available to support your efforts to develop child-friendly materials. We invite you to explore these and choose those that best meet your needs.

A collection of plain language resources from The Royal Children’s Hospital’s Research Governance and Ethics Office, including templates, participant-facing documents, branding materials, and procedural guidelines.

Access Plain Language Resources

A guide to adapting written materials to be child-friendly including appropriate word choices from the European Commission.

Access the guide

A step-by-step guide on developing child-friendly documents including appropriate word choices by Save the Children.

Access the guide

A style guide for writing in Easy English, ensuring clear and accessible communication by Scope Australia.

Access the style guide

A child-friendly and Easy English resource from The Royal Children's Hospital explaining study participation, procedures, medications, potential side effects, data
privacy, and contact details of the doctor for questions. The information sheet includes cartoon pictures of the medication,
procedures and hospital.

A child-friendly information sheet from the Murdoch Children's Research Institute, sent to children the week before, for the principles workshop attendees aged 7 to 11, including a photo of the facilitator, workshop overview, and a note about receiving a certificate and small gift.

An Easy English information sheet from The Royal Children's Hospital for children and young people explaining study participation, procedures, medications, side effects and data privacy. The study population was children  and young people 6 months to 21 years. The information sheet includes cartoon pictures of the medication, procedures and hospital.

Considerations for involving children and young people

When planning to involve children and young people, consider whether they will participate independently or with a parent or guardian. Factors include: 

  • what you want to know. (e.g. Do you want the child AND the parent or guardian perspective? Is this be best achieved in an interaction  with the parent or guardian and child together?)
  • the age or developmental stage of the child
  • the familiarity, or comfort level, of the child with the setting and/or facilitator
  • the familiarity, or comfort level, of the parent or guardian with the setting and/or facilitator.

 

 

Involving children and young people alongside their parent or guardian

When planning for involvement where a parent or guardian is present, consider how power dynamics can influence or bias how children and  young people contribute. Approaches such as child-only breakout  sessions or child-friendly methods (e.g. visual aids, games or interactive  activities) can help ensure children’s voices remain central.

Involving children and young people without their parent or guardian

Some children may prefer, or benefit from, involvement activities without their parent or guardian’s direct presence. This approach can be especially beneficial when:

  • a parent or guardian is in close proximity, so children still feel secure (e.g. waiting in an adjacent space)
  • the child is familiar with the facilitator or has had a positive introduction to them in advance
  • clear safeguarding measures are in place, such as establishing safe physical environments, adhering to organisational child protection policies and ensuring there is a second adult or observer present.

Research shows that privacy from parents or guardians can sometimes allow children and young people to share more candid insights, especially about sensitive topics. However, it is crucial to ensure robust safeguarding protocols are followed in these instances. When planning child-only sessions, organisers should:

  • obtain informed consent from both the child and their parent or guardian, specifying the nature and duration of separate  involvement
  • reinforce the child’s right to withdraw at any point
  • establish a trusting rapport by explaining the session’s purpose, activities and how the child’s input will be used.

By offering flexible options - whether with or without parent or guardian presence - you can co-create safe, choice-driven opportunities for  children and young people to participate meaningfully, while also  respecting their preferences and individual contexts.

When involvement is ongoing

Projects involving continuous engagement – rather than one-off sessions – often benefit from structured methods such as child or youth advisory groups. These groups can:

  • facilitate co-design activities
  • offer ongoing feedback on research or service development
  • help disseminate findings to communities of young people.

For more detail, refer to the Youth advisory groups resource sheet.

 

 

Working with diversity

Incorporating diverse viewpoints and a range of experiences and ideas can strengthen your project. You can support inclusivity and meaningful involvement by:

  • choosing inclusive methods: Selecting approaches that allow  children and young people with various abilities, languages and  cultural backgrounds to participate equitably.
  • make activities accessible: Providing necessary supports (e.g.  interpreters, assistive technology or visual aids) so that each child can meaningfully engage.
  • accounting for cultural and linguistic needs: Use culturally appropriate, LGBTIQA+ inclusive and trauma-informed methods where relevant.
  • be curious, not assumptive: Find out what interests each child or young person, and which tasks they feel able and willing to do. Avoid assumptions about their preferences or capacities.

Every child and young person has different needs, experiences and cultural contexts that shape how they communicate, learn and participate. When planning to involve children who come from diverse  cultural and linguistic backgrounds, identify as LGBTIQA+, are Aboriginal or Torres Strait Islander, have experienced adversity or trauma, or have disabilities, it is vital to seek specialised guidance.

Resources

A range of resources is available to assist you to draw on evidence-based and practice-informed frameworks and approaches. Drawing on  these resources will help ensure your work remains inclusive, culturally safe, trauma-informed and equitable. The resources below are organised around some of the characteristics the children and young  people you work with might exhibit and are intended to support including them equitably in your project.

A guide exploring the challenges, gaps, and best practices of co-design from the perspective of multicultural youth.

A toolkit from Orygen supporting the engagement and participation of young people from multicultural backgrounds and their families.

A report by MYAN Australia highlighting barriers to participation for refugee and migrant youth, with recommendations for inclusive decision-making.

A guide by ACON to key terms and inclusive language for creating safer environments for trans and gender diverse  communities. ACON also offers Pride Training, specialised  LGBTQ+ awareness and inclusivity training.

Information from InterAction on intersex inclusion, terminology, measuring inclusion, research, and best practices for forms and data collection.

Evidence-based training on LGBTIQ+ inclusion, drawing on research and lived experiences to support individuals and organisations.

Professional training modules on LGBTQ+ inclusion for workplaces and schools at all knowledge levels.

The peak body representing GLBTI individuals and groups from multicultural backgrounds.

A framework from the Australian Evaluation Society outlining principles and practical guidance for conducting culturally safe evaluations at all stages, from design to implementation and policy translation.

A framework developed by the Koorie Youth Council providing strategies for organisations and governments to support Aboriginal and Torres Strait Islander youth participation in decision-making.

A collection of resources and training programs from SNAICC to support culturally safe child participation, including guidance on implementing the National Principles for Child Safe Organisations.

A guide by the Commission for Children and Young People to creating culturally safe environments that respect and support Aboriginal children and young people, including a reflection tool for assessing beliefs and practices.

A guide by the Australian Institute of Family Studies (AIFS) to understanding trauma-informed research, its importance, and key principles for applying a trauma- informed approach in projects. AIFS webinar explores Supporting children  who have disclosed trauma.

A resource library by Emerging Minds on supporting children's participation, including guidance for child protection practitioners, the Adverse Childhood Experiences (ACEs) toolkit, and resources for GPs, parents, and carers.

A collection of resources by Phoenix Australia on posttraumatic mental health, including a short guide on helping children after a traumatic event.

A manual outlining SAMHSA’s framework for trauma-informed organisations, including six key principles and ten implementation domains.

A national organisation advocating for the rights of children and young people with disability, offering resources on disability
rights, anti-discrimination law, education, and the NDIS.

A toolkit by Accessibility South Australia providing guidance on accessible and inclusive communication, including audio, Braille, accessible print, Easy Read, Auslan, and multimedia formats.

A guide developed by Deakin University & partners with resources to support the involvement of children with disability in research, policy, consultation, and service development with a particular lens on global health and development.

Safety and harm minimisation

Protecting children and young people from harm should be a guiding principle in your work. In Australia, frameworks such as the National  principles for Child Safe Organisations and state-specific Child Safe  standards provide additional guidance for creating safe environments.  By planning for risks early, you can ensure that their involvement does not conflict with children’s best interests or pose a risk of harm.

Risk management

Before involving children or young people, conduct a risk assessment to ensure that the proposed activities do not conflict with their best interests  or pose unnecessary threats to their safety. This two-step approach is widely endorsed in best practice guidance.

Step 1: Identify risk

Undertake a risk assessment of your project and planned involvement activities to understand the potential risks of your project.

When assessing risk, children and young people’s right to be involved is balanced against the duty to minimise risk of harm.

Step 2: Manage risk

Develop a risk management plan that outlines the methods you plan to use to manage the potential risks you have identified. This may  include:

  • a clear plan for how you will respond to children’s distress or disclosures of harm to themselves or others
  • a process for referring child protection concerns, including  mandatory reporting requirements
  • information for the child or young person and/or their parent or  guardian to seek help when an unmet need is disclosed, such as a mental health concern

You have a responsibility to minimise the risk of harm and other negative consequences that may arise from their involvement.

Child safety encompasses physical, psychological, reputational, and cultural dimensions (Figure 3). A child-safe approach ensures that  participation:

  • does no harm
  • minimises discomfort or distress, while recognising that discussing certain topics may cause anticipated distress
  • maintains the privacy of participants

Figure 3: A child-safe approach to participation

Trauma-informed practice

Many children and young people have experienced adversity or trauma. Taking a trauma-informed approach may include acknowledging possible triggers, respecting personal boundaries or  offering supportive options such as breakout spaces or alternatives to group discussion. Checking in regularly and monitoring non-verbal cues can help you respond swiftly if a child or young person  becomes upset or disengaged. See the Resources for involving children and young people who have experienced adversity and/or  trauma section for resources about trauma-informed practice.

Setting

Involving children and young people requires careful planning and adequate time allocation. Consider the time preferences and needs of children and young people and their parent or guardian to accommodate their schedules in your project timeline. Keep in mind  that children and young people often have other commitments and might have to participate around these.

When selecting a space – be it physical or online - focus on both safety and comfort. Familiar environments such as a school library, classroom, community centre or even a home can ease anxieties and encourage engagement. If feasible, ask children or young people here  they would like to meet. Particularly, where location choices are limited, think creatively about enhancing the environment (e.g. decorations,  comfortable seating or an inclusive layout) to make it more child-friendly.

Physical or online environments where you will be involving children or young people must be safe. A safe environment is:

  • free from physical hazards which may result in injury or harm
  • accessible to all participants
  • considerate of online risks and protections

Snacks can play an important role when involving children and young people. Snacks provide a source of energy to help children and young  people stay engaged, maintain concentration and prevent fatigue.

Providing snacks also helps creates a welcoming environment to help children and young people feel comfortable which is particularly  important if they are in new or unfamiliar setting. Snacks can also help  foster social interaction, making activities feel more relaxed and enjoyable for the children and young people.

When offering snacks, it's important to consider dietary needs, allergies, cultural preferences and choking hazards to ensure all  children and young people feel included and safe. Children and young  people may not be able to advocate for themselves when it comes to  dietary needs and so, where appropriate, it is also important to seek advice from their parent or guardian prior to any engagement.

Facilitation

Facilitating the involvement of children and young people calls for specific skills and an understanding of child-friendly techniques, whether it be for one-on-one interactions (e.g. interviews), groups, or  ongoing involvement. Your choice of facilitator should consider:

  • project content: Sensitive or complex topics may require a highly trained facilitator (e.g. experience in trauma-informed practice).
  • methodology: Some methods (e.g. art-based co-design or group discussion) benefit from specialised facilitation skills.
  • participant cohort: Different ages, abilities or experiences (e.g. neurodiverse children and young people) may require tailored approaches.

Where less experienced facilitators are involved, training or upskilling can enable them to manage interactions safely and effectively.10 Accessing,  for example, a Community of Practice (e.g. Emerging Minds Child Voice CoP) or engaging a mentor with child and youth facilitation expertise can strengthen capabilities.

Determine whether co-facilitation is necessary for your planned activity. 

Key considerations:

  • Facilitator-to-participant ratio: Younger children might benefit from more adult support; for participants who require more  encouragement, a dedicated facilitator can offer one-to-one  attention.
  • Specific characteristics: You might need a bi-lingual or bi-cultural co-facilitator, someone familiar to the group, or a peer co-facilitator who shares their lived experiences.

Any adult in direct contact with children or young people should have current clearance (e.g. a Working with Children Check) relevant to the  Australian state or territory. They must also be fully informed about their role, responsibilities, mandatory reporting requirements and  processes for handling disclosures.

A youth facilitator is a young person who leads or supports activities with children and young people. Peers often increase engagement  because they bring shared experiences, speak a common language  and create a sense of youth-led leadership. This reflects a ‘nothing about us without us’ ethos. 

You can find youth facilitators or training for youth facilitators through a range of organisations such as Berry Street (Y-Change) or Foundation for Young Australians (YLab).

Balancing power dynamics

When adults and children or young people collaborate, power imbalances can shape their interactions and affect how children’s  voices are heard.50 Involving children in a meaningful way often requires intentional efforts to redress these imbalances. When children feel that have the same rights and opportunities, they are more likely to speak freely, share authentic perspectives and engage actively in shaping outcomes.

Understanding power imbalances

  • Adult authority: Children may see adults (especially professionals) as authority figures, making them hesitant to disagree or question  instructions.
  • Social norms: In some cultures or settings, children are taught to be compliant and avoid challenging older individuals.
  • Expert-novice framing: Children and young people might view adults as ‘experts’, even though the children themselves bring  unique expertise in their own experiences.

By recognising these dynamics, you can design processes that ensure children’s perspectives are genuinely
valued and not overshadowed by adult viewpoints.

Strategies for managing power dynamics

Providing children and young power with decision making power can help to reduce power imbalances. For example:

  • Time and location: Let children and young people choose when and where they participate, if feasible. This can help them feel more comfortable, reducing the sense of formality.
  • Activities and methods: Involve them in co-determining the types of activities or consultation methods. For instance, some may prefer digital tools or visual arts, while others may enjoy group conversations.

  • Physical positioning: Sit at the same level as children and young people, avoiding scenarios where the adult is towering over them or  sitting behind a large desk.
  • Inclusive seating arrangements: Choosing circular or side-by-side  seating rather than hierarchical rows fosters a sense of shared space  and mutual respect.

  • Separate conversations: If a parent or guardian are present, consider facilitating portions of the activity without them. This allows children the freedom to voice ideas unfiltered.
  • Establish ground rules: Emphasise that the child’s insights are essential and should not be overshadowed. Clarify the parent or guardian’s supportive role.

  • Value their lived experience: Remind them (and adults) that children’s day-to-day experiences make them experts in issues affecting them.
  • Highlight their agency: Encourage them to ask questions or offer  suggestions, framing adult roles as facilitators who learn from  children.

  • Peer-to-peer leadership: When mature young people facilitate, younger participants may see them as more relatable, reducing  the adult-child power gap.
  • Mentorship: Pair adult facilitators with youth co-facilitators to collaboratively manage sessions and share decision-making  responsibilities.

  • Language choice: Use child-friendly, respectful language.
  • Active listening: Validate children’s contributions with eye contact, nods and follow-up questions, reinforcing that their input matters.

 

Cultivating a sense of ownership

When children and young people sense that their ideas can shape a project, they are more likely to participate actively and challenge power imbalances. Strategies include:

  • co-developing goals: Collaborating on setting aims, ensuring children can articulate what they hope to achieve.
  • transparent follow-up: Showing them how their suggestions have been implemented or explain why certain ideas might not be feasible. This demonstrates respect for their contributions.

By actively acknowledging and addressing potential power differentials - from the physical environment to the methods of involvement - you can foster a culture of mutual respect. This not only enhances children’s willingness to share but also improves project outcomes, ensuring decisions are informed by authentic, diverse child perspectives.

Group agreements

Establishing a group agreement, or ways of working together agreement, at the start of the work is a necessary step. These agreements include  the details of how you will work together, and the values and principles  that will underpin the work - such as respectful behaviours, communication, confidentiality and decision making. Group agreements are flexible and dynamic documents that help set and guide expectations or both participants and the facilitator, creating a supportive and safe group environment.

It is important to invest time in co-creating a group agreement with those who are participating in a group. The Values and Principles at the  beginning of this Toolkit can be used to help shape your group agreement with children and young people.

Confidentiality and privacy

Confidentiality and privacy requirements ensure children and young people’s personal information is protected and is a key component of  maintaining participant safety.

Consider:

  • how will you keep the information or other items provided by the participants (e.g. drawings or photos) confidential to protect their privacy or anonymity?
  • who will have access to or be able to see their information?
  • how will you manage confidentiality between participants if  conducting group activities (e.g. focus groups or online forums)?
  • under what circumstances would you need to break  confidentiality?

Communicate the limits of confidentiality to children, young people, and their parent or guardian from the start of the project. For example, in some situations you may need to disclose participant information to  ensure their safety, or the safety of others.

Include details in your project protocol on the appropriate staff, services or authorities that should be notified (e.g. project team, ethics  committee, parent/guardian, child protection)** if a child or young person discloses:

  • a situation where they could be seriously harmed. This includes physical, sexual or emotional abuse, neglect, or exploitation.
  • that they intend to cause harm to themselves or someone else.

To ensure the confidentiality and secure management of the child or young persons’ identifying information, you will need to ensure you  collect, store, and use data in line with confidentiality and privacy  requirements. Unless by agreement, ensure children and young people are not identifiable in research reports, presentations, or any other  forms of dissemination, including photographs and films that could  compromise their privacy and safety.

Participant identifying information:

  • can include names, email addresses, medical record numbers, or any other details that could be used to recognise an individual 
  • can include photographs, videos, audio recordings, and  documentation
  • must be stored in line with your organisation’s privacy policies,  and if you are conducting a research project, according to what is outlined in your approved ethics research protocol
  • can only be used for the purpose it was originally collected, or for  purpose that the child or young person has explicitly consented to.

Illustration by Lorna, aged 9.

Reimbursement, renumeration and recognition

Providing fair and transparent reimbursement, remuneration, or recognition acknowledges the valuable contributions of children and young people in your project. The most suitable approach depends on factors including age, cultural context, level of involvement, ethical  considerations and potential risks of undue influence.

For research projects, the type of reimbursement, remuneration and/or  recognition you select will need to be approved by a Human Research  Ethics Committee (HREC) and/or other ethics review bodies. The  NHMRC provide guidance to assist in decision-making about types of  recognition and payment.

Children and young people (or their parent or guardian) may incur expenses while participating in a project - such as travel,  accommodation, meals or childcare costs. Covering these costs helps  ensure that no one is disadvantaged by their participation. This is  especially important for children and families facing socioeconomic challenges, as covering expenses can significantly reduce barriers to  involvement. In your planning, also consider that families may not be  able to afford to pay expenses and wait for reimbursement.

  • Plan ahead: Factor reimbursement into your budget from the outset, ensuring you have clear processes for tracking and approving these costs.
  • Policy guidance: Some organisations (e.g. universities and  research institutes) have internal guidelines on how to process  participant reimbursements ethically and efficiently.

Remuneration is money paid in recognition of a person’s service or contribution. Payments are generally in the form of either direct deposits or gift cards; and best given in the form that is most useful and appropriate for the child or young person at the time (e.g. rather than one approach, you can consider offering a number of ways for  remuneration, and allow each young person to choose how they would  like to be renumerated).

Key considerations:

  • Nature of involvement: One-off activities (e.g. a focus group) may warrant smaller amounts, while ongoing advisory roles or   co-design projects often justify more substantial sums.
  • Degree of accountability: The more responsibility a young person holds - such as active membership on an advisory group - the higher the remuneration may be.
  • Time commitment: Reflect the hours spent preparing, attending meetings or contributing to project outcomes.

Ensure you avoid undue influence or inducement. Payments should  match the burden of participation and not persuade the child or young  person to do something they would otherwise decline.

Where monetary payment is not possible, or when you wish to complement remuneration, other forms of recognition can still  recognise the value of participation. This could include:

  • a small gift of appreciation for the child or young person (e.g. toy, game, book, craft or science activity or drink bottle). It’s important  to ensure that any gift is appropriate and safe for the  age and developmental stage of the child (e.g. considering  choking hazards, hazardous materials such as button batteries  and allergies).
  • personalised thank you note or message
  • a Certificate of Appreciation
  • a reference or letter of support
  • special mention and acknowledgement of their contributions in publications, newsletters or social media (with consent)
  • the final project outputs e.g. paper publications, published reports.

Who receives the renumeration or reimbursement?

Remuneration or reimbursement can be made directly to the child or young person themselves, or to their parent or guardian. This will depend on the context of involvement, including the participant’s age.

Ethical and legal requirements

Research projects typically require Human Research Ethics Committee (HREC) approval for remuneration or reimbursement. The NHMRC  provides guidance on payments, encouraging transparency and  underscoring that no payment should compromise voluntary consent.  Consumer involvement or advisory capacities outside formal research,  follow the same principles: voluntariness, avoiding undue pressure, and  clarity on the amount and purpose of any payment helps to maintain  ethical standards.

By reimbursing costs, remunerating children and young people for the time and insight they bring, and recognising them in ways that are  culturally safe and meaningful, you help ensure an equitable, respectful environment. This approach not only reduces barriers and fosters trust,  but also communicates genuine appreciation for their crucial role in shaping better outcomes.

Accountability and feedback

Providing timely feedback to children and young people helps to build trust and demonstrates that their involvement is valued and important. 

One way you can achieve this is by establishing an ongoing feedback  loop. This keeps participants updated about your project during and  after their involvement. This feedback loop keeps the children and  young people informed about the outcomes of their involvement as well as the actions taken. Keeping children informed about their involvement means they may be more likely to engage again in future.

Lundy recommends a four ‘Fs’ effective feedback loop process for consultations or collective decision-making processes with children and young people.

As you plan for feeding back progress or outcomes for your project,  consider the views and preferences of the children and young people  themselves about how they would like to receive feedback. The ability for children and young people to contribute their own feedback is also  important. This could include opportunities to suggest amendments to  summary notes, interpretations of artistic works, and to correct the  accuracy of how their perspectives or contributions have been  recorded, interpreted and/or represented in final outputs.

Children and young people and their parent or guardian should also be able to provide feedback on the process and outcome of their involvement. This can be used to inform future efforts involving children and young people in projects within your organisation.

Activities for involving children and young people

It’s important to design involvement with a focus on activities that will be engaging and interesting to the participating children or young people.  Wherever possible, choose or co-design activities in partnership with the young people you aim to involve, paying attention to age and  developmental level. Activities should emphasise play, creativity and  imagination.

When using approaches that were originally developed by and for adults - such as interviews and focus groups - it is important to adapt them to the way children often express themselves, which may include incorporating play, movement, art, or other creative activities.

Activity sheets

Interviews are a verbal method to gather detailed and specific information about children and young people’s experiences, thoughts, opinions, and beliefs on various topics

Download our interview guide

Focus groups are a group-based, verbal method for gathering in-depth information from several children or young people at once. They can create a dynamic, interactive atmosphere in which participants exchange ideas, respond to each other’s insights and build a shared discussion.

Access our guide to focus groups

Surveys are a written (non-verbal) method for collecting responses from children and young people to a set of questions. They can be  designed to collect both quantitative (numerical) and qualitative (open-ended) data, making them versatile for projects seeking a broad range of insights.

Access our guide to surveys

Art-based activities - such as drawing, painting, collages, vision boards, comic strips or digital art - are nonverbal methods that can help children and young people explore and communicate their thoughts, feelings and experiences in creative ways.

These activities can also  enrich more traditional verbal methods (e.g. interviews or focus groups) by making them more fun, interactive and  child focussed.

Access our guide to art-based activities

Photography is a non-verbal (visual) method - often combined with verbal elements - that allows children and young people to capture  images and discuss them. Various approaches (e.g. photo-elicitation, participatory photography, photo-narratives, and photovoice) can help children and young people represent their experiences, generate conversation and inspire action.

Access our guide to photography

Task and activity-oriented methods use familiar, interactive activities to engage children and young people. These can include games, crafts, role-play and other participatory exercises that provide non-traditional ways for children to share ideas or information. They are particularly  effective for children under eight years old.

Access our guide to task-oriented and activity-based methods

Youth advisory groups offer a structured, ongoing platform where young people can advise, co-create and evaluate projects. This  approach can be used to encourage deeper involvement, build trust and ensure a child- and youth-centred environment.

They can advise on design, recruitment, communication strategies, data interpretation and dissemination. Youth advisory groups are especially helpful for capturing diverse child or youth perspectives, building trust and ensuring your work remains relevant to their experiences.

Access our guide to youth advisory groups

Participatory research

The International Collaboration for Participatory Health Research has collated a collection of resources and links to different types of participatory research with children and young people.

At the Melbourne School of Population and Global Health, a network is being established to increase the profile of participatory research with children. This is part of the ICPHR. Contact Dr Katitza Marinkovic for more information.

The YPAR Hub by the University of Berkeley takes an innovative approach for promoting positive community change and youth development. The Hub provides resources for reflecting on your group’s capacity to engage in YPAR, forming a team, planning your YPAR project, and using the findings to advocate for change in your community.

Developing child-friendly resources

A collection of plain language resources from The Royal Children’s Hospital’s Research Governance and Ethics Office, including templates, participant-facing documents, branding materials, and procedural guidelines.

Access Plain Language Resources

A guide to adapting written materials to be child-friendly including appropriate word choices from the European Commission.

Access the guide

A step-by-step guide on developing child-friendly documents including appropriate word choices by Save the Children.

Access the guide

A style guide for writing in Easy English, ensuring clear and accessible communication by Scope Australia.

Access the style guide

A child-friendly and Easy English resource from The Royal Children's Hospital explaining study participation, procedures, medications, potential side effects, data
privacy, and contact details of the doctor for questions. The information sheet includes cartoon pictures of the medication,
procedures and hospital.

A child-friendly information sheet from the Murdoch Children's Research Institute, sent to children the week before, for the principles workshop attendees aged 7 to 11, including a photo of the facilitator, workshop overview, and a note about receiving a certificate and small gift.

An Easy English information sheet from The Royal Children's Hospital for children and young people explaining study participation, procedures, medications, side effects and data privacy. The study population was children  and young people 6 months to 21 years. The information sheet includes cartoon pictures of the medication, procedures and hospital.

Illustration by Elissa, aged 14.

Working with diversity

A guide exploring the challenges, gaps, and best practices of co-design from the perspective of multicultural youth.

A toolkit from Orygen supporting the engagement and participation of young people from multicultural backgrounds and their families.

A report by MYAN Australia highlighting barriers to participation for refugee and migrant youth, with recommendations for inclusive decision-making.

A guide by ACON to key terms and inclusive language for creating safer environments for trans and gender diverse  communities. ACON also offers Pride Training, specialised  LGBTQ+ awareness and inclusivity training.

Information from InterAction on intersex inclusion, terminology, measuring inclusion, research, and best practices for forms and data collection.

Evidence-based training on LGBTIQ+ inclusion, drawing on research and lived experiences to support individuals and organisations.

Professional training modules on LGBTQ+ inclusion for workplaces and schools at all knowledge levels.

The peak body representing GLBTI individuals and groups from multicultural backgrounds.

A framework from the Australian Evaluation Society outlining principles and practical guidance for conducting culturally safe evaluations at all stages, from design to implementation and policy translation.

A framework developed by the Koorie Youth Council providing strategies for organisations and governments to support Aboriginal and Torres Strait Islander youth participation in decision-making.

A collection of resources and training programs from SNAICC to support culturally safe child participation, including guidance on implementing the National Principles for Child Safe Organisations.

A guide by the Commission for Children and Young People to creating culturally safe environments that respect and support Aboriginal children and young people, including a reflection tool for assessing beliefs and practices.

A guide by the Australian Institute of Family Studies (AIFS) to understanding trauma-informed research, its importance, and key principles for applying a trauma- informed approach in projects. AIFS webinar explores Supporting children  who have disclosed trauma.

A resource library by Emerging Minds on supporting children's participation, including guidance for child protection practitioners, the Adverse Childhood Experiences (ACEs) toolkit, and resources for GPs, parents, and carers.

A collection of resources by Phoenix Australia on posttraumatic mental health, including a short guide on helping children after a traumatic event.

A manual outlining SAMHSA’s framework for trauma-informed organisations, including six key principles and ten implementation domains.

A national organisation advocating for the rights of children and young people with disability, offering resources on disability
rights, anti-discrimination law, education, and the NDIS.

A toolkit by Accessibility South Australia providing guidance on accessible and inclusive communication, including audio, Braille, accessible print, Easy Read, Auslan, and multimedia formats.

A guide developed by Deakin University & partners with resources to support the involvement of children with disability in research, policy, consultation, and service development with a particular lens on global health and development.