The Importance of Participatory Child-Centred Research for Climate Adaptation

This Institute of Development Studies (IDS) briefing reflects lessons on good practice for supporting and delivering child-centred research. It focuses on participatory action research (PAR) which nurtures two-way relationships between researchers and children aimed to minimise negative effects and build the capacity of child participants to take action.

PAR is designed to allow children to be active co-researchers instead of passive research subjects and to enlist the help of children to design research methods to make them more meaningful. The research process becomes part of a learning cycle for everyone involved using the following principles:
• Relevance
• Creativity
• Participation
• Flexibility
• Sustainability

"PAR allows children to undertake their own analysis of the local situation. They can relate climate change to tangible issues that affect their own lives and communities. Participatory research methods can facilitate child-led situational analyses that increase participants’ awareness and understanding - identifying hazards and developing solutions that meet children’s needs. Research processes that make room for reflection help children to consolidate new knowledge and understanding within their groups; build confidence in their ability to act; reinforce self-belief; and strengthen their capacity for further action on climate change adaptation."

Participatory video is one method of research highlighted in the document. Children can particpate as researchers, script writers, and video directors. "The process of producing a video that is a call-to-action from children affected by climate change empowers them to identify and prioritise climate risk, foster adaptive action and to advocate for action within and beyond their communities." Videos can be shown at public indoor and outdoor events and can be used to insprie advocacy and dialogue between children and legislative leaders.

In order to encourage the active role of children in disaster risk reduction planning and climate change research, the document concludes with the following policy implications:
• "Policymakers should use child-centred research into child needs and capacities from children’s own perspectives to inform policies and open up spaces for child participation in designing climate change responses.
• Research funders should prioritise approaches such as participatory action research to enhance children’s voices in policy and programme design.
• Researchers must recognise the differences between children and identify methods that empower child participants and allow children to refine and improve their methods.
• Community-level practitioners need to act on new knowledge and capacities generated within child groups, with communities and within partner organisations by integrating learning into their programming."