How can children and young people have a voice in urban treescapes?

1. Scientific understanding of climate change has, to date, failed to result in sufficient action. This paper proposes that a deficit model of top-down learning and dissemination in relation to public engagement with science may be part of the problem, particularly when considering the attitudes, values and empowerment of children and young people.

2. Drawing on two cross-university projects funded by the Future of UK Treescapes programme, in which children and young people took the lead in developing ideas about future treescapes, we interrogate assumptions and practices underpinning why and how scientists engage children and young people. Whilst there is widespread recognition that children and young people have a fundamental role to play in climate change responses, there is no clear framework that codifies best practice in enabling this.

3. Adopting a transdisciplinary approach, drawing together scientists with social scientists and humanities researchers with expertise on researching with children, our research provides a critical lens in relation to what ‘research’ with children could or should look like.

4. We present examples from our empirical work with a range of children and young people of different ages to highlight the contribution of ethnographic, situated, arts-based and practice-based approaches for disrupting power imbalances and enabling researchers to ‘listen’ to children in a different way. This expansive reconceptualisation of ‘listening’ involves sound, movement, relations and the more-than-human.

5. Too much work on climate change communication engagement remains situated within disciplinary silos. This paper advocates for a transdisciplinary approach suitable for responding more effectively to challenges of climate change and making space for children's voice in relation to this. We offer six guiding principles to inform best practice in gathering and embedding authentic voices of children and young people in development and consultation for environmental policymaking, planning and implementation purposes.

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What is it about?

The study explored the involvement of children and young people in urban treescapes, focusing on how to integrate their voices into environmental planning. The methodology emphasized 'knowing-with' rather than 'knowing-about', allowing children to lead research processes through exploration and play around trees. This approach deviated from traditional methods by following the children's lead, often resulting in planned activities being adapted or dissolved. The study examined the concept of 'children as researchers,' where children participated in the research as active contributors, rather than passive subjects. It highlighted the potential limitations of 'citizen science' frameworks, which tend to restrict young people's participation to predefined roles. The main findings underscored the importance of mutual dialogue and relational approaches in environmental research involving young participants.

Why is it important?

This study is important as it highlights the necessity of integrating children and young people into urban environmental planning, particularly in the context of expanding tree cover in the UK. It emphasizes the significance of including diverse voices, specifically those of younger generations, to ensure that ecological and economic considerations are balanced with social and political dimensions. By focusing on how children can actively participate in these initiatives, the research addresses critical gaps in current environmental planning processes and fosters a deeper connection between young people and nature. This approach has the potential to cultivate informed future citizens who are engaged in sustaining the natural world and contributing to climate change solutions.

Key Takeaways:

1. Involving Youth in Environmental Planning: The study underscores the importance of engaging children and young people in environmental planning to enhance nature-connectedness and public engagement, laying the groundwork for future conservation efforts.

2. Challenges of Citizen Science: It highlights the limitations of citizen science approaches when engaging youth, noting that pre-existing frameworks can restrict meaningful participation, and calls for more flexible, co-creative methodologies.

3. Empowerment through Dialogue: The research advocates for a shift from traditional knowledge transmission to a two-way dialogue with children, fostering mutual learning and empowerment in environmental decision-making processes.