Exploring the practice of 10-11-year-olds as co-researchers: using a hybrid approach in educational research to promote children as interviewers

Abstract

A critical analysis of the benefits and challenges of adopting a hybrid approach to conducting qualitative research in schools with children as co-researchers is presented. The study involved 18 children (10–11-years), working as co-researchers in pairs to interview each other with a goal of understanding their experiences online, particularly in terms of digital citizenship and mental wellbeing. Children participated in a pre-research lesson for the acquisition of interviewing skills. Analysis identified three key methodological lessons. First, the co-research approach with foundational learning enabled children to be active and responsible interviewers. Second, the adult researcher and school staff had a role in empowering children through empathy, reassurance, positive praise, and supporting them when upset. The final theme recognised the challenges of research being conducted remotely with implications for future research.