McPherson, A., Saltmarsh, S., & Tomkins, S. (2020). Reconsidering assent for randomised control trials in education: Ethical and procedural concerns. British Educational Research Journal, 46(4), pp. 728-746. Abstract: Despite ongoing disagreement about what kinds of evidence are most valuable to
Conducting research on nonsuicidal self-injury in schools: Ethical considerations and recommendations.
Hasking, P. A., Lewis, S. P., Robinson, K., Heath, N. L., & Wilson, M. S. (2019). Conducting research on nonsuicidal self-injury in schools: Ethical considerations and recommendations. School Psychology International, 40(3), pp. 217-234. This article addresses six key ethical concerns associated
Shaw, T., Runions, K. C., Johnston, R. S., & Cross, D. (2018). Does the risk outweigh the benefits? Adolescent responses to completing health surveys. Journal of Research on Adolescence, 28(2), pp. 412-426. This paper shares adolescents experiences of completing research
When conducting ethnographic or field-based research that involves children with disability, the notion of informed consent requires the researcher to be very thoughtful about what it means to be fully informed across the full range of participants. The school based
Using magnets to visualise informed consent in school-based fieldwork with children. By Marlies Kustatscher
With my PhD research I wanted to explore how ethnicity, gender and social class intersect in young children’s social identities and relationships in a culturally diverse primary school. This research focus suggested a methodology that would allow me to spend
The Flemish Commission of Children’s Rights (Kinderrechtencommissariaat) commissioned Research Centre Childhood & Society (Kind & Samenleving) to construct a questionnaire to determine the incidence and prevalence of child abuse and negligence in Flanders. The questionnaire focused on children between 10
Dilemmas at school: How and when to support the inclusion of students with disability. By Jude MacArthur
In our ethnographic work with children with disability at school, our research team has observed a number of situations where children and young people have been marginalized and excluded from the curriculum, social life and wider activities of the school.
Ajodhia, A. (2019). Reflexively conducting research with ethnically diverse children with disabilities. In I. R. Berson, M. J. Berson, & C. Gray (Eds.), Participatory Methodologies to Elevate Children’s Voice and Agency (pp. 117-150). Charlotte, North Carolina: Information Age Publishing. Abstract: This
Gallagher, M., Haywood, S. L., Jones, M. W., & Milne, S. (2010). Negotiating informed consent with children in school-based research: A critical review. Children & Society, 24(6). pp. 471-482.
Being seen and heard? The ethical complexities of working with children and young people at home and at school.
Valentine, G. (1999). Being seen and heard? The ethical complexities of working with children and young people at home and at school. Ethics, Place & Environment: A Journal of Philosophy & Geography, 2(2). pp. 141-155.