Consultation and Participation with Children in Healthy Schools

Choice, Conflict and Context

Paul Duckett, Carolyn Kagan, Judith Sixsmith

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

In this paper we report on our use of a participatory research methodology to consult with children in the UK on how to improve pupil well‐being in secondary schools, framed within the wider social policy context of healthy schools. We worked with children on the selection of our research methods and sought to voice the views of children to a local education authority to improve the design of school environments. The consultation process ultimately failed not because the children were unforthcoming with their views on either methods or on well‐being in schools, but because of difficulties in how their views were received by adults. We show how the socio‐economic, cultural and political context in which those difficulties were set might have led to the eventual break down of the consultation process, and we draw out a number of possible implications for consultative and participatory work with children in school settings.

Original languageEnglish
Pages (from-to)167-178
JournalAmerican Journal of Community Psychology
Volume46
Issue number1-2
DOIs
Publication statusPublished - 1 Sep 2010

Fingerprint

school choice
Referral and Consultation
participation
school
Environment Design
Public Policy
Pupil
research method
pupil
secondary school
Research Design
Education
methodology
Research
education

Cite this

@article{7d6327cba5b340cfa6ac23c79947db8d,
title = "Consultation and Participation with Children in Healthy Schools: Choice, Conflict and Context",
abstract = "In this paper we report on our use of a participatory research methodology to consult with children in the UK on how to improve pupil well‐being in secondary schools, framed within the wider social policy context of healthy schools. We worked with children on the selection of our research methods and sought to voice the views of children to a local education authority to improve the design of school environments. The consultation process ultimately failed not because the children were unforthcoming with their views on either methods or on well‐being in schools, but because of difficulties in how their views were received by adults. We show how the socio‐economic, cultural and political context in which those difficulties were set might have led to the eventual break down of the consultation process, and we draw out a number of possible implications for consultative and participatory work with children in school settings.",
author = "Paul Duckett and Carolyn Kagan and Judith Sixsmith",
year = "2010",
month = "9",
day = "1",
doi = "10.1007/s10464-010-9327-8",
language = "English",
volume = "46",
pages = "167--178",
journal = "American Journal of Community Psychology",
issn = "0091-0562",
publisher = "Wiley",
number = "1-2",

}

Consultation and Participation with Children in Healthy Schools : Choice, Conflict and Context. / Duckett, Paul; Kagan, Carolyn; Sixsmith, Judith.

In: American Journal of Community Psychology, Vol. 46, No. 1-2, 01.09.2010, p. 167-178.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Consultation and Participation with Children in Healthy Schools

T2 - Choice, Conflict and Context

AU - Duckett, Paul

AU - Kagan, Carolyn

AU - Sixsmith, Judith

PY - 2010/9/1

Y1 - 2010/9/1

N2 - In this paper we report on our use of a participatory research methodology to consult with children in the UK on how to improve pupil well‐being in secondary schools, framed within the wider social policy context of healthy schools. We worked with children on the selection of our research methods and sought to voice the views of children to a local education authority to improve the design of school environments. The consultation process ultimately failed not because the children were unforthcoming with their views on either methods or on well‐being in schools, but because of difficulties in how their views were received by adults. We show how the socio‐economic, cultural and political context in which those difficulties were set might have led to the eventual break down of the consultation process, and we draw out a number of possible implications for consultative and participatory work with children in school settings.

AB - In this paper we report on our use of a participatory research methodology to consult with children in the UK on how to improve pupil well‐being in secondary schools, framed within the wider social policy context of healthy schools. We worked with children on the selection of our research methods and sought to voice the views of children to a local education authority to improve the design of school environments. The consultation process ultimately failed not because the children were unforthcoming with their views on either methods or on well‐being in schools, but because of difficulties in how their views were received by adults. We show how the socio‐economic, cultural and political context in which those difficulties were set might have led to the eventual break down of the consultation process, and we draw out a number of possible implications for consultative and participatory work with children in school settings.

U2 - 10.1007/s10464-010-9327-8

DO - 10.1007/s10464-010-9327-8

M3 - Article

VL - 46

SP - 167

EP - 178

JO - American Journal of Community Psychology

JF - American Journal of Community Psychology

SN - 0091-0562

IS - 1-2

ER -