Understanding research with children and young people
Understanding research with children and young people

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Understanding research with children and young people

2 What are the foundations necessary?

As well as the support you might have access to, think about the ways you can prepare yourself for the tasks you envisage. Remember the TRREEE principles you learned about in Session 3, and consider how you will ensure that the children or young people’s voices are heard, and that they are able to express themselves with confidence.

Activity 2

Timing: Allow approximately 15 minutes.

Watch Meera now as she talks about what she considers to be important foundations for successful research with her Y7 students. In the activity which follows, see if you can select the appropriate words to complete the summary of what she has to say, and at the same time consider your own area of expertise. If you are not working in a school environment, how might you tackle the issues she identifies?

Download this video clip.Video player: e809_1vid3img_0763_1_wk4_act2.mp4
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Well, I really feel that, as a teacher, we take on so many roles, and we see students every single day. And as a part of that, it’s really important that we get to build those strong rapport, strong relationships with students, where they’re able to feel at ease. And they come into the classroom that they can be themselves and they can express their opinions really clearly, not having that judgment.
And when that judgment is given or articulate in that judgment, and not seeing as a natural negative that’s going to be detrimental to somebody’s opinion or to who they are. But actually say, OK, we’re allowed to disagree with somebody, and making those allowances, and are using those elements of disagreement as a point of building trust with each other.
I think that’s really important. So you’re building a real community in the classroom, and not seeing them, OK, you’re in the classroom and then leaving. I think that, as anything, that’s an environment that’s particularly conducive for learning to really seeing as an environment, a community of learning.
End transcript
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It is interesting to note how Meera observes that the ‘community’ feeling she establishes with her students extends beyond the classroom. The students are already part of the school ‘community,’ but it seems that the rapport Meera has built with them, and the shared trust she mentions, have contributed to a sense of sharing and community built on the research project they are all engaged in which goes beyond the school environment itself. Think about the value of this sense of community; how might this be established in your own situation, how you might go about achieving such an environment of sharing and trust? Put your thoughts in the box below.

How will you build a rapport between the adults and the children or young people?

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