My Voice Matters in Research: Co-producing Inclusive Mental Health Research Approaches with Underrepresented Young People

Abstract

Background Children and young people from marginalised and underrepresented communities are frequently under-represented in mental health research, resulting in an evidence base that does not inclusively represent all young people’s needs to inform service design and development. This underrepresentation contributes to inequalities in access to, engagement with, and outcomes from mental health services. There is a need for research approaches that actively address structural barriers and meaningfully involve young people as contributors to knowledge generation. The My Voice Matters in Research study aimed to identify barriers and facilitators to participation in mental health research among underrepresented young people, co-produce practical recommendations to improve engagement, and develop inclusive training resources for researchers, practitioners and policymakers. Methods A qualitative participatory arts design was employed, in collaboration with a not-for-profit social enterprise that co-creates immersive audio stories, films, theatre and music to bring lived experience to life. Twenty-five children and young people aged 13–20 years from Global Majority backgrounds, neurodiverse communities, justice-involved contexts, and LGBTQIA+ identities took part in four themed workshops. Additional consultation and interpretation events involved parents, caregivers and professional stakeholders. Data sources included workshop discussions, creative and visual outputs, field notes and feedback. Reflexive thematic analysis was undertaken, with stakeholders contributing to interpretation and sense-checking of findings. Results Barriers to research participation were relational, emotional and structural, including lack of trust in institutions, unclear communication, anxiety in formal or unfamiliar environments, concerns about privacy and disclosure, and practical constraints such as transport and timing. Facilitators included creative and flexible methods, clear and direct communication, culturally and emotionally safe spaces, opportunities to build relationships, and visible inclusion and choice. Conclusions Participatory arts methods supported engagement by enabling non-verbal expression, redistributing power and accommodating diverse communication preferences. Experiences varied within and across groups, highlighting the importance of intersectional and individualised approaches.