By: Natalia Pastori Curbelo and Dr. Shadia Nassar

 

Introduction

This blog marks the first instalment in a three-part series that explores youth-led research. The role of youth-driven initiatives in amplifying the voices of young individuals and enabling them to contribute to knowledge generation is undeniably significant. The projects below offer unique insights into the experiences and perspectives of young people but also provide a platform for them to influence policies and programs that affect their lives. The aim is to highlight the potential of youth enumerators in data collection and analysis and to encourage other research firms to consider their value. 

 

Examples of youth-led research: Case study 1

Numerous examples of successful youth-led research projects exist. One such initiative is the Promoting Youth Voice and Adult Support in Afterschool Programme, a youth-led participatory action research program. Youth-led participatory action research (YPAR) is an approach that aims to enhance participants’ self-determination and promote power-sharing between youth and adults. The program targets middle school students of colour in after-school programs in Denver, Colorado, as they enter their teenage years. 

To address declining enrollment among middle school participants, the researchers looked to the existing literature for guidance on balancing the students’ increasing desire for independence with their continued engagement in the program. In this study, researchers implemented a YPAR approach to assess whether middle school participants’ perceptions of opportunities for voice and choice, such as planning and leading activities or making rules, and supportive relationships with program staff who listen, show respect, and care about their ideas, increased over time. 

The study involved surveying YPAR participants and a comparison group to measure changes in these two dimensions during a nine-month programming period. The findings from this study suggest that YPAR may be a promising strategy for improving opportunities for leadership among low-income youth of colour and strengthening youth-adult relationships in community-based afterschool programs. Participants in the YPAR program experienced significant and positive changes in perceived youth voice and adult support, while the comparison group did not show significant changes. 

Examples of youth-led research: Case study 2

In a Photovoice project in rural Uganda, adolescent researchers aged 13-17 used cameras and notebooks to document factors that impacted their health status and answered questions about the community’s health status. After returning the cameras and notebooks, the adolescent researchers reviewed their photographs with adult investigators in a one-on-one, semi-structured interview. Through this process, the photographs were coded and organised into thematic groups. The adolescent researchers also engaged in secondary data analysis, where they selected one or two favourite photos for detailed consideration. This collaborative data analysis process led to three health priorities for the area, as identified by the adolescent researchers: hygiene, nutrition, and cleanliness. The study allowed participants to express their health concerns and priorities through photographs and reflect on opportunities for health promotion.

This example also emphasises the need to properly train youth researchers in ethics and using the tools before beginning the research. An example of a participant not documenting an incident during the photo essay and how an expression of anger towards that incident allowed bias to creep into the study is given to show some of the challenges that can arise from working with youth researchers. It serves as a reminder of the need for young researchers to uphold objectivity, transparency, and integrity throughout the research process, ultimately ensuring the validity and ethicality of their findings.

 

Examples of youth-led research: Case study 3

In 2015 a national youth assessment aimed to target Jordanian and Syrian youth living in communities with high rates of school dropouts and poverty. Thirteen youth assessors were recruited from these communities and shared similar economic and social profiles with the participants in the focus groups. These assessors established rapport with the respondents and successfully documented youth perspectives through participatory video interviews. Following a week of observing focus group discussions, the youth assessors selected and interviewed young people, parents, and teachers themselves, using their own designed questions and determining the story to be told in the video. This approach allowed for a comprehensive understanding of the challenges faced by young people in Jordan and ensured the validity and ethicality of the findings.

The use of a youth participatory methodology in this evaluation ensured that the results were both enriched and validated through the active involvement of the youth, who were identified as the primary stakeholders in the study. By participating in this assessment, young people gained a sense of agency and empowerment, enabling them to take charge of their own lives and communities. Through the opportunity to share their perspectives, research partnerships with youth allow them to develop and express their ideas, opinions, and beliefs, which in turn strengthens their self-confidence and encourages critical thinking. In addition, involving youth as partners in research gives them a sense of ownership and connection to the findings and outcomes, fostering a deeper commitment to the research outcomes and ensuring that the proposed solutions are relevant and effective in their specific context.

 

Discussion – Empowering young researchers and evaluators

Incorporating young people in formulating research queries and methodologies ensures that studies respond more to their needs, experiences, and ambitions. By empowering young researchers, we foster a sense of agency, self-efficacy, ownership, and confidence in their capacity to contribute significantly to the research process. This approach also challenges conventional power structures and generates innovative insights and solutions to societal challenges.

The methodologies employed in the aforementioned studies showcase various ways youth-led research can be conducted, from a minimal intervention approach to a comprehensive process engaging youth as designers, enumerators, and analysts. The research studies utilised diverse techniques, including surveys, interviews, focus groups, observations, photovoice, and participatory action research (PAR). These techniques can be adapted or customised to align with the particular research goals, target population, and resources available for the youth-led research project. 

Conclusion 

The involvement of young individuals in research projects is paramount, as it enables their unique perspectives, lived experiences, and invaluable insights to be recognised, thereby validating their voices as essential contributors to the generation of knowledge. Additionally, it equips them with valuable skills and knowledge while fostering a sense of responsibility and leadership, thereby nurturing their potential to become agents of change within their communities and beyond. Furthermore, youth-led participatory action research aligns with the growing movement to decolonise evaluation and international development. To achieve the desired outcomes of youth-led studies, careful consideration of the quality and representativeness of the collected data is necessary. This involves providing adequate training on research ethics and avoiding biased questions. In our upcoming blog topic, we will delve into ethical insights derived from a youth-led study.