Appraising epistemic ethical expectations when researching with children and young people in education.

This critical commentary examines the multifaceted challenges of obtaining informed consent in psychological research involving children. Traditional consent models i.e., relying on proxy consent such as school and parent/guardian consent methods often fail to account for children's agency, voice and their evolving capacities, cultural contexts, and the power dynamics inherent in adult-child relationships. Drawing upon researcher experiences and integrating perspectives from existing literature, the paper critiques traditional consent models that often overlook children's agency and the socio-cultural contexts influencing consent processes. It highlights the limitations of standardised consent procedures, the role of proxies and the impact of institutional ethics boards. The commentary advocates for a more nuanced, participatory approach that recognises children as active contributors to research, emphasising the need for culturally sensitive, iterative consent processes that align with ethical best practices.