Participation Seen Through Children’s Perspectives and Understanding

Abstract This chapter explores children’s participation through their own perspectives and lived experiences, drawing on empirical data collected across diverse contexts over 14 years. Using an abductive analytical approach, the chapter examines how children understand participation and highlights the gap between adult-driven practices and children’s expectations. Central themes include agency, recognition, intersectionality, and trust, as well as the influence of adult–child dynamics and structural conditions on participation. The chapter employs theoretical frameworks such as social constructivism, ecological systems theory, and recognition theory to analyse the complexities of children’s agency. An intersectional lens reveals how gender, ethnicity, age, and socioeconomic background shape children’s experiences and opportunities. Findings show that children consistently express a desire for genuine involvement in decisions affecting their lives and often feel sidelined when participation is reduced to consultation without influence. The chapter calls for a shift toward more inclusive, empowering practices that recognize children as active, competent agents in decision-making processes.