Measuring child perspectives: ethical and methodological considerations on the development and validation of a self-report questionnaire for children aged 5–10

This paper details the development, face, and content validation of a self-report questionnaire for children aged 5–10, which measures mental health, school thriving, class cohesion, and social inclusion. Originally designed for a school-based mental health intervention, the methodological and ethical challenges encountered, and insights gathered can offer valuable lessons for survey researchers working with young children in related fields. We developed the questionnaire through a review of related surveys and expert consultations focusing on age-appropriate adaptation. Face and content validity were assessed in pre-tests with 40 children in two school classes, focusing on how classroom settings influenced responses. Cognitive focus group interviews with 20 children, using a participatory approach, further refined the questionnaire. Key adjustments included simplifying language, smileys as visual aids for emotion-related response options, and creating a more child friendly layout. Teachers played a crucial role in facilitating completion and ensuring high response rates. The final questionnaire consisted of 21 items for grades 0–1 and 23 items for grades 2–3, including five brief background questions. The core questionnaire covered mental health (7 items), school thriving (3), class cohesion (4), and social inclusion (2/4). Two versions were created to accommodate pre-literate children on written-response items. This study provides a content – and face-validated tool for measuring key aspects of child mental health in school contexts. It emphasizes the value of pre-testing, observational methods, and participatory approaches in developing age-appropriate child questionnaires. Further psychometric analyses are recommended to evaluate reliability and validity across age groups.