Background: 
Collecting meaningful research data from children remains a complex methodological challenge across many African contexts. Researchers frequently encounter barriers such as limited child engagement, power dynamics, language differences, and ethical sensitivities that can lead to failed or incomplete data collection attempts (1). 
Traditional adult-centered approaches often fail to capture children’s voices, particularly in sensitive or emotionally laden contexts. The evolving landscape of child-centred research calls for innovative, participatory, and culturally responsive approaches (2). 
This study explored and reimagined effective strategies for collecting qualitative data from children by learning from African nursing and midwifery researchers who had previously experienced failed attempts in engaging children in research

This was an exploratory qualitative design guided by Appreciative Inquiry (AI), following the Discovery, Dream, Design, and Destiny phases. Using snowball sampling, 11 nursing and midwifery researchers across Africa who had experienced challenges in collecting data from children aged 8–12 years were recruited. Data were collected between October and November 2025 through a combination of individual in-depth interviews and group-based participatory engagements, delivered via both physical (in-person) and virtual support group discussions and interactive symposium sessions conducted on Microsoft Teams and Zoom. This multimodal approach enhanced inclusivity, accommodated geographical diversity, and strengthened the depth and credibility of the data. Ethical approval was obtained (KATH/IRB/AP/164/24), and informed consent was secured. Creative participatory approaches discussed included drawing interpretation, sticker-based gamified engagement, photovoice, photo-elocution, and photo-elicitation techniques. Data were analysed using Braun and Clarke’s (3) reflexive thematic analysis framework.

Four (4) themes emerged, reflecting both the challenges and reimagined strategies for engaging children in research.

Theme 1: Power Imbalances and Researcher–Child Dynamics
Researchers described how hierarchical dynamics and adult-centred questioning led to disengagement and silence among children. 
Ama (Academic researcher, 34 years): “The child just nodded and refused to talk; I realised my questions were too direct and intimidating.” 
Another participant, Joseph (Clinical researcher, 41 years): “I felt I failed because the child shut down completely.” These accounts highlight how traditional approaches reinforce power imbalances, limiting children’s ability to express themselves.


Theme 2: Creative Expression as Children’s Language:
Researchers reported that children responded better when given alternative ways to communicate. Efua (Academic Researcher, 36 years): “When we allowed drawing, the child showed more than they could ever say.” 
Musa (Academic Researcher, 39 years) concurred that: , “The pictures told a deeper story than the interview.” This suggests that creative methods function as children’s “language,” enabling expression beyond verbal limitations.
Theme 3: Gamification and Visual Methods as Engagement Catalysts
Gamified tools were identified as effective in reducing anxiety and encouraging participation. 
Adama ( Clinical Researcher, 33 years): “Once we introduced stickers, the child became excited and started opening up.”
 Kerstin (Clinical Researcher, 45 years): “Turning the session into a game changed everything.” These narratives demonstrate how play-based approaches transform research into a safe and engaging experience.

Theme 4: Digital Platforms Expanding Participatory Possibilities
Researchers noted that virtual engagement created less intimidating environments for children.
Zainab (Academic Researcher, 38 years): narrated that: “The child spoke more freely online than in person.” 
Kofi ( Academic Researcher, 42 years) added that:  
“Digital sessions reduced fear and allowed privacy.” This highlights how digital tools enhance comfort and facilitate disclosure.

We conclude from the findings that Innovative, participatory, and gamified approaches can transform children from passive respondents into active contributors to research. Addressing power dynamics and adopting creative engagement strategies significantly improves data quality and authenticity.

UNICEF. [2024]. Child-centred research and participation guidelines. UNICEF
Coyne, I. (2010). Research with children and young people: The issue of parental consent. Children & Society, 24(3), 227–237.
Braun V., Clarke V.  2024. “Supporting Best Practice in Reflexive Thematic Analysis Reporting in Palliative Medicine: A Review of Published Research and Introduction to the Reflexive Thematic Analysis Reporting Guidelines (RTARG).” Palliative Medicine  38:608–16. 10.1177/02692163241234800