How to interview children?

Interviewing children is a demanding, complex task that requires more than good intentions—it hinges on careful ethics, tailored research design, and highly specific interviewing techniques. Many argue only trained professionals should do it, but even those who disagree still converge on one point: children interviews demand substantial knowledge and skill. Before any conversation begins, researchers must clear a stricter ethical approval process than they would for adult participants, with the central requirement being proof that the study is well planned and that there is “absolutely no chance” of emotional or physical harm to child participants. Ethical expectations vary by country, including how “child” or “young person” is defined, but common safeguards include involving parents or guardians and often conducting interviews in the child’s home so the child feels safer and more comfortable.

Once ethics and design are in place, the interview itself typically differs from adult interviewing in both structure and method. Instead of relying purely on verbal exchange, child-focused interviews often combine multiple approaches—drawing, discussing pictures and photos, writing a diary, using toys, or even play-based activities. Researchers have also used creative elicitation methods for sensitive questions, such as asking children to place responses into a “mystery box.” The goal is to gather reliable, meaningful accounts without forcing children into communication styles that don’t fit their developmental stage.

The practical guidance is organized into three phases: first contact, establishing rules, and eliciting information. For first contact, friendliness is not optional. The interviewer should greet the child by first name, explain what will happen, clarify where parents or guardians are (if they are not present), and outline roles—who is involved and what the child’s part will be. To reduce anxiety and encourage openness, the interviewer should begin with general, low-pressure questions about interests or school, then gradually move toward more specific and potentially harder topics.

Sensitivity is the throughline. The interviewer should use the child’s context to build rapport—referring to relatives by name (e.g., “Uncle Michael” rather than generic terms) and avoiding questions that could backfire, such as asking about “best friends” when a child is being bullied and may not have any. The interviewer should also watch for immediate needs and allow breaks, drinks, or toilet visits, recognizing that children may not directly communicate discomfort.

For eliciting information, open-ended questions are emphasized—inviting the child to tell the story from the beginning. The interviewer should start broad and then narrow, using prompts like “what happened next.” When investigating abuse or other sensitive experiences, the guidance recommends using dolls and toys to help the child show what happened rather than relying solely on verbal description. This can make the process feel safer and also reflects that children may not fully understand events in adult terms. Throughout, the interviewer should avoid interrupting, especially if the child whispers, covers their mouth, or speaks quietly; instead, the child should be allowed to set the pace. Finally, establishing rules early includes teaching the difference between truth, lies, knowing, and guessing—along with discussing secrets and emphasizing that the interviewer wants accurate information based on what the child knows versus what the child merely imagines.