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Ethical navigations in participatory action research with students: reflections on a pilot study

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).

Abstract

© The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage). This research note presents reflections on some of the conceptual, methodological, and ethical considerations and questions that emerged from a pilot study for a larger-scale research project that aims to explore and understand the needs of neurodivergent students (here specifically students with attention deficit hyperactivity disorder, autism spectrum disorder, and dyslexia) in higher education in the United Kingdom. The pilot study uses participant action research with a small group of undergraduate students. The research note presents a personal reflective account of research experiences, and provides critiques and considerations surrounding the conceptual framings of the project and its methodology, particularly the use of the neurodiversity model as a conceptual foundation, and the use of participant action research when collaborating with students.

Publication metadata

Author(s): Armstrong MA

Publication type: Article

Publication status: Published

Journal: Qualitative Research

Year: 2025

Pages: Epub ahead of print

Online publication date: 11/09/2025

Acceptance date: 02/04/2018

Date deposited: 30/09/2025

ISSN (print): 1468-7941

ISSN (electronic): 1741-3109

Publisher: SAGE Publications Ltd

URL: https://doi.org/10.1177/14687941251377269

DOI: 10.1177/14687941251377269

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Funding

Funder referenceFunder name
School Education Committee Innovation Fund, School of Geography, Politics, and Sociology, Newcastle University

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