Findings

Principles for child and youth voice in policy making

The UN Convention on the Rights of the Child (UNCRC), specifically in articles 12, 13, 14, and 17 outlines the rights of children under the age of 18 related to expressing their views in matters that affect them and having access to information. These rights are at the center of Canada’s Youth Policy, which is grounded in the recognition that multiple perspectives strengthen decision-making and policy development (Government of Canada, 2019).

In order to undertake activities that are in line with the rights of children and youth, and the Government’s commitment to include youths’ perspectives, it is important to follow a set of key principles that have emerged in the literature to guide the involvement of young people in policy and decision-making. These principles help to move towards meaningful child and youth engagement and are effective underpinnings for all activities and at all stages of policy development.

Demonstrate respect for child and youth voice and competency

Respect involves listening to young people and taking them seriously, bringing to the policy development process a belief that children and youth bring valuable knowledge and expertise using a strengths-based approach, and avoiding tokenism (Khanna et al., in press; McCart & Khanna, 2012; Nesrallah et al., 2023; Oswald et al., 2023; Pancer et al., 2002; Ramey et al., 2019; Zeldin, 2004). This principle recognizes developmental competency from the early years (e.g., children 3-6 years old, Correia et al., 2019) through to young adulthood. Providing meaningful choices and opportunities to contribute to decision-making - where the decision has not already been made - is critical (Khanna et al., 2014).

Balance power and relationships with adults

Young people are motivated by high expectations, support, encouragement and guidance from adults (McCart & Khanna, 2012; Zeldin, 2004; CYCC Network, 2013). This requires an ongoing effort built into the ways of working, communicating and making decisions. It’s common to focus on tasks and skip some of this relationship-building time, but it is essential for engaging children and youth (Ingman et al., 2023; Merati, 2020; Ramey et al., 2019; Sime & Behrens, 2023; Smith et al., 2022; Switzer, 2020; Thew, 2021; Young et al., 2023). Increased and compensated adult ally support is a promising approach for supporting engagement, debriefing and providing feedback (Fischer & Radinger-Peer, 2024; Nzinga et al., 2024; Tjahja & Potjomkina, 2024).

To support a youth-adult partnership model and shared understanding, efforts to ensure more equitable footing are needed (McCart & Khanna, 2012; Zeldin et al., 2014). For example, materials need to be accessible (e.g., one initiative developed a shared language and definitions document to ensure that everyone understood terminology, acronyms and abbreviations: Nzinga et al., 2024). Similarly, other capacity building may be needed for a shared understanding (e.g., youth-adult partnership model, key components of work, other background related to policy activity). Building in training for young people and adults separately tailored to their needs and perspectives and then bringing them together to unite youth and adults is a promising practice (e.g., Nzinga et al., 2024). In terms of the process, adapting to preferred communication channels and timing activities to accommodate young people and adult schedules (e.g., evenings and weekends) are essential (Nzinga et al., 2024). This approach can be appropriate for young people when tailored to the age of the participants.

Support feelings of belonging and young people’s importance to the process

Adults can support belonging by welcoming children and youth, providing orientation, and highlighting the importance of their contributions (Zeldin, 2004). It is important for adults to share outcomes with young people, give them opportunity to participate in follow-up activities related to advancing policy ideas into implementation, and report back on policy wins and policy changes attributed to young people’s input (Jenkins et al., 2020; McCart & Khanna, 2012; Nesrallah et al., 2023; Smith et al., 2022; Swist et al., 2022; Thew, 2021; Tjahja & Potjomkina, 2024; Young et al., 2023).

Make space for young people to contribute on their own terms

Young people are motivated to participate in policy development due to the focus on contributing to something larger than themselves and giving back to their communities (Lawford et al., 2023; Pancer et al., 2002; Zeldin, 2004). Provide multiple entry points and ways to be involved and ensure that they can choose how and when they want to participate. For example, offer different activities and modes of expression such as a combination of written, oral, and action-oriented activities so young people can choose how they would prefer to contribute (Ingman et al., 2023; Switzer, 2020). For younger children, offer multiple options that rely less on words, such as group discussions, taking photos, drawings and games (e.g., 2-4 year olds: O’Donnell, 2024).

Effective, promising, and emerging practices

The practices presented in this paper focus on those that are positioned to move closer to the engagement side of the spectrum. The following section will share effective, promising and emerging practices for child and youth voice in policy development.

Effective practices are those that are evidence-based (i.e., the practices have been described and undergone evaluation or assessment through formal peer-reviewed research). They were deemed effective based on:

Unfortunately, there is limited academic literature about effective practices for involving younger children (under 12) in policy development (Yamaguchi et al., 2023) and no academic literature that includes children under 2 (Horgan, 2024). Where available, practices for children are included.

Promising practices are those that may have been implemented for a long time but are under-evaluated/under-described in the academic literature, have mixed findings, or have only been published in organizational reports that have not been academically peer-reviewed.

Finally, emerging practices include those that are innovative and recent but may not have been evaluated yet. They often consist of new digital possibilities. As young people are using the internet more than the rest of the population, it is inevitably being explored as an option for child and  youth engagement in policy development. Specifically, online options align with young people’s preferences and needs (Park, 2023):

Practices for initiating the activity

Before involving children and youth, there are several factors that indicate an environment is more ready for engaging young people (Jacobs & George, 2022):

If there is an opportunity for young people to meaningfully contribute to the policy development process, the following practices can be used for reaching out to and connecting with young people, introducing the opportunity, and co-developing guidelines for collaboration.

Effective practices

Based on the topic, the initiating stakeholders identify the social perspectives that are critical for the issue or policy (Lansdown, 2001; McCart & Khanna 2012; Sime & Behrens, 2023; Smith et al., 2022; Young et al., 2023). They then connect with young people via child and youth organizations or child and youth sector networks to invite them into the policy development activity (e.g., Li, 2020; Smith et al., 2024). Depending on the policy focus, connecting with groups of young people who have been working on related issues can be particularly effective. Tapping into existing networks or groups for young people, such as youth advisory committees, can provide quick access to young people and can be a sustainable mechanism for involving young people in different stages of policy development (Chow et al., 2024). Organizations for children and youth are empowering settings for child and youth engagement in policy; opportunities for personal growth, social capital and adult support are key predictors (Krauss et al., 2020). Furthermore, recruitment via the child and youth sector (e.g., organizations, teachers, youth workers) is effective for reaching diverse children and youth and engaging young people where they have existing relationships and where they may share characteristics of marginalization that allow for deeper conversations about these factors (Smith et al., 2024).

Promising practices

To set the foundation and initiate the engagement activity, it is important to strive towards aligning common objectives, principles and values. Alignment will happen over time throughout the process but begins at the initiating stage (McCart & Khanna, 2012). Collaboratively developing shared principles and revisiting them at the beginning of each interaction enables shifts from pre-existing norms, behaviors and biases (Nzinga et al., 2024). While principles chosen by each group may differ, there are several that repeat across many initiatives. For example, the CO-CREATE project’s framework summarizes these common principles of engagement (Nesrallah et al., 2023):

Emerging practices

Social media is increasingly used to widen the reach of opportunities, helping to identify and connect with child and youth serving organizations or directly with young people. For example, researchers have found Snapchat and Instagram to be the most successful social media platforms to recruit young people (this study included youth between the ages of 15-17 years) to research opportunities (Smith et al., 2023). However, with the rapid evolution of online youth culture, platform popularity shifts quickly. Studies also suggest using positive language and a focus on young people’s needed contributions received more interest (Smith et al., 2023). However, some researchers have found that despite the potential for reaching large numbers and a wide diversity of young people, initiation via social media is typically significantly less effective than personal or in-person invitations (Moreno et al., 2017).

Practices for identifying and scoping the issue

Depending on the policy activity, identifying and scoping the issue may be completed by policy makers, by young people, or both. The following practices describe how to identify and scope the issue with young people when appropriate.

Effective practices

Embed systems thinking from the start: Systems thinking has been shown in the literature to be effective for engaging young people in system-level change including policy development. For example, in one study, youth participants (16-21 years of age) reported greater motivation and intention to engage, greater engagement in collective action, and decreases in feeling defeated by complex issues as a result of systems thinking (Sayal et al., 2016). Researchers recommend supporting young people to understand the issue holistically and identify what information needs to be gathered about the main influences on the issue, how they are caused and maintained over time, and where are effective places to intervene in the system (Knai et al., 2023). Researchers also recommend considering a broad range of system-level influences including corporate practices (i.e., commercial determinants of health) (Pitt et al., 2024).

Group model building (i.e., visually mapping influences on the key issue) is one method to engage young people in systems thinking. This can be useful to identify key factors and how they are interrelated (Savona et al., 2021). As the process continues, the map can be iteratively updated to include new information and to reflect and test the factors. In research studies, these maps have served as an anchor point that kept young people grounded in systems thinking (Knai et al., 2023; Savona, 2022). In a participatory study with youth (this study included youth between 16-18 years), the maps also helped youth participants engage and contribute their input and fostered young people’s ownership of the process (Knai et al., 2023).

In the literature, various methods and techniques for exploration and visioning have been used in policy activities to engage children and youth in systems thinking and understanding the issue at hand. For example, mapping- such as community mapping and body mapping - has been a successful method for engaging young people (Flodgren et al., 2024). Community mapping has been shown in the research to be effective because it is an inclusive and appropriate tool to engage young people’s perspectives (Amsden & VanWynsberghe, 2003). Community mapping is a useful method to identify local knowledge of what’s working (i.e., the important locations and resources in young people’s communities, or the places where they feel safe and supported); visions for the future and the areas and issues that need improvement; and relationships between spatial, land and cultural elements of place (Amsden & VanWynsberghe, 2003; Jagger, 2014). It is well-suited to surface young children’s perspectives and influence decision-making. For example, in an economically deprived area of London, UK, children (4-5 years old) created a map of their local environment and how they wished it would be. The children all preferred concrete surfacing because the grass-covered play areas (widely assumed by planners as the most appropriate) obscured broken glass and other hazards (Lansdown, 2001). Body mapping involves tracing one’s body on a large sheet of paper and, guided by prompts related to the issue at hand, participants fill in their “body” using paint or collage to explore their experiences related to the issue. These are often used to delve into the ways that children and youth experience issues in their bodies and make connections between those individual-level embodied experiences and structural factors. Body maps are especially accessible and engaging for a wide range of ages and have been used successfully with children 5 years and older (Jager et al., 2016; Mitchell, 2006).

Promising practices

Start from young people’s experiences: This may involve young people identifying the key issues in their lives or reflecting on their own experiences related to a pre-determined issue or topic. Dedicate time for young people to reflect on their own motivations for participating, explore what they already know as experts of their own lives, and share their experiences with one another (The Students Commission of Canada, 2016).

Develop a flexible, hybrid model to reach diverse young people virtually and in-person: The Students Commission is currently gathering youth voice from 2000 youth across Canada for the second State of Youth report for Canada’s federal government, as part of the implementation of Canada’s Youth Policy. The sessions are hosted and facilitated by youth organizations, youth facilitators, and adult allies online and in-person to reach young people where they are. Intentionality in outreach and invitations prioritizes youth facing multiple barriers, which was successful at engaging a wide diversity of youth in the first State of Youth consultation. For the first State of the Youth report, due to the COVID pandemic, one-hour youth sessions involving 1000 youth were adapted to be held primarily online. These sessions were designed in partnership with the government’s Youth Secretariat and a youth advisory group. The sessions included a data party, where youth were invited to discuss and interpret data related to the key policy areas, discuss their needs and experiences in that area and often challenge the presented information (Canadian Heritage, 2021). Young people shared their voices about the key priorities outlined in the Youth Policy. In the context of child and youth policy development, how the issue/topic for policy is defined is important; historically, many policies affecting young people are based in notions of children and youth being at-risk and in need of protection, which often results in more surveillance than autonomy. Young people’s autonomy is often surfaced by young people’s voices. “Where contradictory narratives about youth autonomy, responsibility, vulnerability and risk underscore youth policy, there is likely to be confusion about policy intentions and outcomes” (Waite et al., 2024, p.4). Striving for alignment in defining and scoping the topic increases the relevance and facilitates the process.

Emerging practices

Digital platforms can reach large numbers of children and youth to identify priorities and scope the issue. For example, Arab Youth Facts Platform invites youth, researchers, and youth-related organizations to answer questions on eight sectors critical to youth. Youth can add new questions and provide feedback on this interactive platform. Similarly, UNICEF’s U-Report connects youth through chatbots via messaging, social media, and SMS to understand their needs and concerns. The results are shared with local communities and policy makers (Park, 2023). According to the U-Report Canada website, there are currently over 2600 U-Reporters in Canada. U-Report is designed to receive real-time data on youth opinions, surveying youth to amplify their voices, providing information to youth, and creating dialogue with policy-makers (Berdou & Lopes, 2017). The platform is intended to be an apolitical space for youth to learn about and advocate for their rights and serves as a pathway to civic engagement (Ayres & Krohling, 2020). In a study with U-Reporters in Uganda, youth participating in focus groups reported appreciating the opportunity to voice their views and the information shared with them on issues related to health and education. However, they were unclear on if and how their contributions were used or whether their input had any impact. In case studies, researchers found that U-Report had been successful at bringing emerging problems to the surface and obtaining a view of opinions and priorities, but their findings were not as clear in terms of the extent that the input was useful or the degree to which youth perspectives had informed policy (Berdou & Lopes, 2017).

Practices for policy development and implementation

Effective practices

Approaches that mix multiple methods for gathering evidence and input are especially effective for engaging a wider representation and diversity of children and youth, and for capturing specific population needs (Indigenous youth: Blanchet-Cohen et al., 2021; migrant youth: Delahaye et al., 2024; Desiderio et al., 2024; spatial methods with children: Million, 2017). In a study comparing separate strategies of student engagement in school decision-making, researchers found that using a combination of methods generated complementary perspectives from each and resulted in relevant insights to inform decision-making (Ingman et al., 2023). Processes with iterative cycles are especially effective at building trust and validating results because each cycle of data collection validates and builds upon the previous one and has the potential to progressively engage a larger number of young people (Desiderio et al., 2024; Waite et al., 2024). For example, Desiderio and colleagues (2024) engaged young adults in focus groups to explore food policy scenarios extrapolated from the literature. Themes from the focus group were then validated through a survey that involved a broader participant base. As a result, these cycles contributed to identifying top priorities and engaged young stakeholders to inform policy making. An iterative participatory approach helps to ensure that child and youth voice is accurately represented; the approach responds to concerns that child and youth voice could be misused to legitimate policy claims about what young people need (Waite et al., 2024).

In Ingman and colleagues’ study of multiple child and youth engagement techniques in a strategic planning process across 28 K-12 rural school districts in the US, they found that listening sessions (similar to focus groups with activities and prompts to structure the discussion), anonymous surveys, involving youth on task forces (a series of intergenerational meetings where members had responsibility to bring their own perspectives and other voices to the table to inform the plan), and mobile interviewing (youth conducting short, informal interviews with peers) were most popular among students and staff. Furthermore, stakeholders identified that building trusting relationships, using multiple strategies for engaging young people, and attending to equity throughout the process were key aspects for success (Ingman et al., 2023).

Listening sessions or focus group discussions are effective because they can engage young people including children and are developmentally appropriate for children 6 and older (Ingman et al., 2023; Peterson-Sweeney, 2005). For focus groups with younger children, smaller groups may be more comfortable for children to contribute (Peterson-Sweeney, 2005). The sessions produce valuable input and data with richer description of young people’s issues and concerns than other methods (Ingman et al., 2023). Focus groups are intentionally designed to make space for insights into how an issue is perceived by different people and enables sharing of perceptions or opinions among group members without pressure for the group to reach consensus (Peterson-Sweeney, 2005). Sessions can be used as data parties for young people to interpret and contextualize existing data (e.g., population level data). Young people can also contribute in multiple ways (e.g., verbally, writing) both in in-person and online focus groups (Smith et al., 2024). However, confidentiality, particularly in smaller communities, can be a barrier (Ingman et al., 2023). Online focus groups require support from adult allies (i.e., supportive adults in young people’s lives) to provide access, set up technology, and manage technical requirements. Furthermore, online opportunities can be more challenging to establish trust, to read body language, and may limit community building activities. Online, the dynamics can move from interactive group discussion to responses directed more to the facilitator (Smith et al., 2024).

Anonymous surveys can effectively complement other methods and help to identify pertinent child and youth issues and define the issues from a child and youth perspective. Surveys can gather honest child and youth voice in smaller communities where young people’s confidentiality may be difficult to protect. Anonymity, an outsider administrator, and incentives (gift cards) were found to be effective at encouraging participation (Ingman et al., 2023).

In a study with rural youth (age 13-22), participatory visual design-based methods were well suited for youth to share their input (Laursen, 2024). Participatory approaches like these are effective in more fragile contexts, such as peripheral rural areas, where young people can contribute to actions that increase local resources (Freires et al., 2023). Laursen used three design-based methods: post-its, dream cloud, and postcards. Youth wrote the good and ‘less good’ places in their community with different coloured post-its and placed them on a map to depict visually an overview of youth observations and perspectives. Youth then posted their wishes to enhance their lives on a visual dream cloud on the wall. Finally, youth wrote postcards to envision the future. Each of these design-based methods elicited discussion and meaning making and were followed by a dialogue with local politicians. The majority of youth (86%) reported that the participatory workshop enabled them to express their thoughts. Although the activities enabled sharing youth experiences, building and sharing valuable ideas and knowledge, and developing a sense of community, youth had no decision-making power (Laursen, 2024).

Promising practices

Youth forums bring young people together to design, review and decide on recommendations for policy direction. There is evidence that young people’s contributions at events have influenced decision-making. For example, Youth 2030 Cities hosted seven youth forums to develop and adopt National DeclarACTIONs that were later adopted at the World Urban Forum Youth Assembly (UN Habitat, 2023).

In a study of the Students Commission of Canada’s national youth conference, Pancer and colleagues (2002) found that youth conferences can be effective contexts for youth engagement because they foster the engagement process. Youth delegates reported feeling empowered and expressed the importance of getting to work on solutions, making a difference, and learning skills related to sharing their voices. The Students Commission has been hosting national youth conferences since 1991 for youth to prioritize concerns and share recommendations with policy makers. They are all grounded in the Students Commission’s 4 Pillars: Respect, Listen, Understand, Communicate™ (McCart, 1992). These values provide a supportive social environment for young people (Pancer et al., 2002). These conferences offer the opportunity for policy makers to request input on areas that are under development and hear recommendations from a diverse range of youth from across the country (The Students Commission of Canada, 2025; Pancer et al., 2002). Structured by the Young Decision Makers model, a model designed by youth and adults in partnership, young people work through a cyclic process of studying the issue from their own perspective and from other sources of knowledge, discussing with their peers to gain a broader understanding of youth’s experiences that are different from their own, building recommendations and working through consensus decision-making, and then informing policy makers. This tested cycle is strengthened by opportunities for youth to reach out to a constituency so that they are speaking not only from their own perspectives and experiences but also can represent more of their peers. Youth present to policy-makers and the youth sector on the final day of the event (The Students Commission of Canada, 2016; Canada We Want national conferences).

Similarly, Shaking the Movers events have been engaging young people since 2007. Shaking the Movers is a youth conference model that takes a rights-respecting approach and has engaged children and youth (ages 10-20) in discussing a public policy issue. Young people are invited to join the working committee to plan the event and youth volunteers serve as facilitators, recorders and helpers. Child and youth participants are prepared for the discussions ahead of time during prior activities. During the consultation, adults at the event form their own group so as to ensure that young people can discuss freely without adult influence (Pearson & Collins, 2011). Shaking the Movers reports of the results are shared publicly to inform decision-makers.

Young people often do not have access to resources and information that adults involved in policy-making may have. Although more intensive, sustained and resourced processes that include capacity building have the benefit of mitigating this inequity (Faiesall et al., 2023). For example, the recent Youth Assembly on digital rights and safety in Canada involved 35 youth (18 years old) over one virtual session and a four-day-long session in person. Sessions included various expert speakers and lively discussions to learn and make meaning of knowledge and young people’s experiences. As a result, the assembly developed policy recommendations for both government and industry (Canadian Youth Assembly on Digital Rights and Safety, 2023).

Youth on task forces or youth advisories can be effective if there is institutional readiness, for example, an institutional commitment, appropriate culture, clear expectations, and safe spaces for youth (Augsberger et al., 2023; Young et al., 2023). Youth had more ownership and were effective conduits for communicating the plans of the task force to their peers and engaging their peers for additional feedback. However, youth transience (e.g., graduating from high school), limited demographic representation (i.e., more involved students were more likely to be invited or join the task force), and scheduling (during school) were challenging (Ingman et al., 2023).

Participatory action research is more intensive and sustained, making it an apt approach for the deep iterative inquiry required for policy formulation. Participatory action research processes engage children and youth as co-researchers. As both researchers and participants, young people CO-CREATE research questions and the research process. Involving young people with experiential knowledge in systems as co-researchers can enhance the process and foster collective child and youth voice as a driving force for policy influence. For example, youth co-researchers with experiential knowledge of child protection services in Quebec were involved in every step of the participatory action research process. Youth and adult co-researchers interviewed young adults who had exited child protection to understand and amplify their experiences and take action to improve young people’s agency in the system (Diaz et al., 2024). Similarly, the Students Commission of Canada hosts participatory data parties with youth to collaboratively and iteratively interpret results from youth-focused research and evaluation. In each successive cycle, young people are involved in meaning-making, which generates more analysis, data and questions to explore in another cycle (McCart & Khanna, 2012; Ramey et al., 2020). Regular mechanisms to see the results and have a meaningful opportunity to shape the analysis has built trust and led to higher engagement in successive rounds of data collection.

In the literature, various visual arts-based tools such as postcards, photovoice, filmmaking and storytelling can be engaging methods to involve youth in developing and sharing ideas (Blanchet-Cohen et al., 2021; Delahaye et al., 2024; Flodgren et al., 2024). Arts-and activity-oriented consultations, while engaging for young people, are especially accessible for engaging children because many methods, such as drawing, are common in their lives and can be used by children who do not feel comfortable or cannot express themselves with spoken or written language. For example, Martin and colleagues (2018) facilitated a lifeline activity where children (7-12) identified contributors and obstacles to their health over different life stages. They then participated in a body mapping activity where they traced their bodies on large sheets of paper and added their ideas to their body map. Finally, they did a placemat activity, where each placemat represented different contexts of their lives (home, school, community) to consider the different supports needed in each. Similarly, consultations with children have used techniques such as drawing contests (e.g., Canadian Coalition on the Rights of the Child: children 7+), storybook activities and role plays with puppets, and emojis to express how they feel (Ballarat City Council et al., 2023; Care & Learning Alliance, 2021; children 5+: Willow, 2001), and taking photos or making drawings and selecting emojis of a range of emotions to describe how they feel about the photos (2-3 year olds: O’Donnell, 2024). Where visual arts are used, encourage children and youth to add captions or record their discussion to ensure accurate interpretation (Horgan, 2024). In another study using participatory visual methods, newcomer children and youth created masks representing their experience and representing state institutions. Together with peers, they created living sculptures to express their needs and illustrate their experiences with systems in their new country and took photos of the scene to share their findings in discussion and communicate to various audiences (Delahaye et al., 2024).

In the CO-CREATE project, young people were supported in group building, training, and learning about existing evidence and policies related to the issue. They used photovoice and systems mapping to identify the key influences on the issue and their interrelationships (Klepp et al., 2023). Photovoice is a participatory, arts-based research method that involves taking photos to record the strengths and weaknesses of a community, eliciting critical dialogue about the issues through collaborative meaning-making related to the images, and mobilizing knowledge through photographic display to policy makers and other audiences (Wang & Burris, 1997). Young people in the CO-CREATE project also had opportunities for capacity building in advocacy, budgeting and other areas to support policy formulation. Additionally, each group had a budget to test policy idea elements and participated in dialogue forums with policy makers and other issue experts (Klepp et al., 2023; Savona et al., 2022).

In a study of a real-world laboratory approach that used multiple methods and cycles, young people (11-17 years of age) in Austria collaborated with community representatives to invite peers into a consultation process including a kick-off event, mapping to identify suggestions (for improvements, places to avoid, meeting places) and a workshop to develop ideas. The municipal office selected three financially feasible proposals based on the recommendations and young people  voted for their favorite. In a subsequent workshop, young people developed implementation steps in collaboration with the municipality (Fischer & Radinger-Peer, 2024). Fischer and Radinger-Peer (2024) identified key factors that contributed to the success of the process: 1) A concrete issue relevant to young people where they can make a difference; 2) a trusted adult ally (e.g., youth worker) who translated between young people, scientists, and local policy makers; 3) legitimacy of the process through support from political decision makers; 4) human and financial resources from initiation to implementation; and 5) shared decision-making between young people and policymakers, where young people’s input was taken seriously.

In situations when involving young people directly is not feasible, conducting secondary research (i.e., integrating results from third-party organizational child and youth voice reports or academic research involving children and youth) can bring their voices into policy formulation processes. Secondary research that actively consulted young people where their voices transparently informed recommendations can be useful to inform policy. However, there may be misalignment if the data collected was not specifically designed to address the policy topic and so may only be relevant as foreground or context for the policy discussion (Waite et al., 2024).

Emerging practices

A combination of virtual tools useful for different purposes can facilitate child and youth engagement in complex policy formulation processes. For example, in participatory research with Indigenous, Black and other racialized high schoolers, Macias and colleagues (2022) used zoom video-conferencing for one-to-one and group formats for planning and development, email for intake and evaluation, Slack for reminders, virtual online Gallery through Gathertown for sharing photovoice, Google Jamboard (discontinued) for training, Kahoot for trivia night, and Dropbox for journals.

Virtual town halls can be used to set the agenda and contribute input into policy formulation. For example, the virtual Youth Town Hall series is a youth-led platform where youth can contribute to the Youth Agenda in New York City (Park, 2023). Similarly, online virtual town halls with Malaysian youth provided space to identify key directions for policy and strategy development related to planetary health (Faiesall et al., 2023).

Digital platforms can be used to develop policies and select implementation. The Republic of Korea’s Ministry of Culture, Sports and Tourism used a metaverse platform in a youth policy participation campaign called The Youth Made Changes. They used the platform to host a series of virtual policy discussions and consultations with youth to develop cultural policies and select implementation projects (Park, 2023). Young Scot is a digital platform for e-voting processes of youth participatory budgeting in local governments in Scotland (https://youngscot.net/participatory-budgeting-voting). Youth can earn reward points for participating in activities.

Using existing digital tools, such as video games, is an emerging practice for engaging children and youth in policy. For example, the Young Gamechangers Initiative (launched in 2023) uses Minecraft as a participatory tool to engage young people to express their visions of healthy and thriving cities to provide input into urban and housing policy (UN Habitat, 2023).

Participatory design workshops can engage children and youth in decision-making to create tools for their benefit. For example, Indigenous young people (age 8-18 years) participated in the design of digital mental health resources. The process involved a series of co-design workshops for young people to explore concepts, understanding, language, and acceptability of electronic tools and to identify important characteristics. Various visual materials, such as previous findings, mock-ups, storyboards, and prototypes were prepared and young people were engaged in activities and interactive discussion to make recommendations and decisions (Povey et al., 2020; Povey et al., 2022).

Ideation challenges are activities structured to solicit solutions to complex issues. Child and youth engagement can be sustained by incorporating active, experiential, problem-based learning and a developmental approach. Problem-based learning involves an open-ended (policy) problem or question that has more than one potential solution and collaborative group learning about the subject or issue through the process of solving the problem. A developmental approach recognizes that children and youth need different things to learn and participate in as they grow. Jenkins and colleagues’ (2020) review of studies identified key ingredients to support and sustain engagement: varying activities, flexibility in group and individual task options, space for non-productive hangout time, interim ‘wins’, and adult and youth mentorship.

The Youthful Cities’ 30Lab is a pop-up innovation lab for 30 local young urban influencers to develop innovate and co-create solutions for cities. The innovation lab includes four workshops where youth work with community experts to ideate. The process culminates in projects implemented in cities (Youthful Cities, n.d.). At the individual level, the Paryavaran Saathi Chatbot in India involves young people to address pollution. Young people learn about environmental policies and can send photos of their ideas and actions to address air pollution. There are gamification elements to incentivize young people: participants earn points, and the top 100 performers earn awards (Park, 2023).

Hackathons have a central focus on technology. Access to open government data can enable young people to drive data innovation. For example, in a virtual hackathon, GeoYouthMappers used opensource OpenStreetMap to map Uganda’s border districts to support COVID-19 planning. Similarly, the UN Youth Hackathons involved hundreds of youth teams around the world using data from the UN DESA Statistics Division to apply machine learning and AI to address global challenges (Park, 2023).