Researchers in Germany wanted to learn how to better work with kids when creating healthy eating programs. They partnered with 15 kids aged 11-12 to develop a nutrition intervention together, treating the children as real team members rather than just study subjects. By listening to both the researchers’ experiences and the kids’ feedback, scientists discovered that successful collaboration requires clear communication, flexibility, and realistic expectations. Kids enjoyed the project and learned a lot, but wanted more hands-on activities like cooking. This study shows that including children’s voices in health research makes programs better and helps kids feel empowered.

The Quick Take

  • What they studied: How well researchers and kids can work together to create healthy eating programs, and what kids think about being involved in the process
  • Who participated: 15 healthy children aged 11-12 years old in Germany, plus 2 adult researchers, working together in an after-school activity group from September 2023 to January 2024
  • Key finding: Kids enjoyed collaborating and learned a lot, but the process required researchers to be flexible and open-minded. Clear communication about what everyone expected was the most important factor for success.
  • What it means for you: If you’re designing health programs for kids, asking them what they think actually works better than just deciding for them. However, you need to be honest about what’s possible and spend time making sure everyone understands the plan.

The Research Details

Researchers in Germany created a nutrition program by working directly with 15 kids aged 11-12 years old over five months. Instead of researchers deciding everything alone, they held meetings where kids and researchers discussed goals together and made decisions as a team. The researchers kept detailed notes about what happened during each meeting, paying attention to what made collaboration easier or harder. After the project ended, the researchers asked the kids in a group discussion what they thought about the whole experience, using kid-friendly questions and a relaxed setting.

The study looked at three main phases: starting the project, building relationships and figuring out what everyone wanted to accomplish, and the actual collaboration work. Researchers analyzed their notes to find patterns about what helped or blocked good teamwork. The kids’ feedback was analyzed by looking at what they said and finding common themes in their responses.

This approach is called qualitative research, which means it focuses on understanding people’s experiences and perspectives rather than just counting numbers. It’s particularly useful for learning how to improve processes and understand what people actually think.

Most research about involving kids in health projects has focused on kids with specific health problems. This study is important because it looks at healthy kids and examines the actual process of working together. Understanding what makes collaboration successful helps researchers create better health programs that kids actually want to use. It also shows that kids have valuable ideas and should be treated as partners, not just participants.

This study has several strengths: it used multiple sources of information (researchers’ notes and kids’ feedback), it was conducted in a real-world setting (after-school program), and it focused on a specific age group. However, the sample size was small (15 kids), so findings may not apply to all kids everywhere. The study was conducted in Germany, so cultural differences might affect how applicable it is to other countries. The researchers were involved in both running the program and evaluating it, which could potentially influence their observations, though they tried to be objective.

What the Results Show

The research identified several barriers and facilitators to successful collaboration. Barriers included the time-consuming process of establishing shared goals, the challenge of managing different expectations between kids and researchers, and the risk of disappointing participants. The biggest facilitators were clear communication about roles and expectations, flexibility from both kids and researchers, and creating a relaxed, friendly environment.

Kids reported enjoying the project significantly. They appreciated the after-school setting because it felt less formal than a classroom. They valued being asked for their opinions and having their ideas actually used in developing the program. Kids reported learning a lot about healthy nutrition through the interactive approach, which involved discussions and group activities.

However, kids expressed disappointment about one specific aspect: they had expected more hands-on activities, particularly food preparation and cooking. This gap between what kids anticipated and what actually happened highlights the importance of clear expectation management from the start.

The study revealed that establishing trust and good relationships between researchers and kids took considerable time and effort. Both groups needed to be open-minded and willing to adjust their approach. The collaborative process worked best when researchers explained their thinking and asked kids for feedback rather than making decisions alone. Kids felt more invested in the project when they understood why certain decisions were made.

Previous research has shown that involving people in designing health programs makes those programs more effective and increases the chance people will actually use them. This study adds to that knowledge by showing specifically how to involve kids and what challenges arise. Most earlier studies looked at kids with health conditions; this research shows that healthy kids also have valuable perspectives and can contribute meaningfully to program development.

The study involved only 15 kids from one school in Germany, so results may not apply to all kids or all countries. The group was relatively small, which limits how much we can generalize the findings. The study didn’t compare this collaborative approach to traditional methods, so we can’t say for certain it’s better. Additionally, the researchers who ran the program also evaluated it, which could potentially introduce bias, though they tried to be objective. The study focused on one specific age group (11-12 years), so results may differ for younger or older kids.

The Bottom Line

If you’re creating health programs for kids, involve them in the planning process from the beginning. Be clear and honest about what you’re trying to do and what kids can actually help with. Plan extra time for discussions and relationship-building. Listen to kids’ ideas and explain why you do or don’t use them. Create a comfortable, relaxed environment. Include hands-on activities if kids expect them, or clearly explain why certain activities aren’t possible. Confidence level: Moderate - this is based on one study with a small group, but it aligns with broader research about involving people in health programs.

Teachers, school administrators, and health educators should pay attention to these findings when developing nutrition or health programs for kids. Parents might find it helpful to understand that kids learn better when they’re involved in decisions. Researchers and public health professionals should use these insights when planning studies with children. Kids themselves benefit from understanding that their voices matter in creating programs that affect them.

Changes in how programs are designed can happen immediately once you start involving kids. However, seeing actual changes in kids’ eating habits or health knowledge typically takes several weeks to months. The relationship-building and expectation-setting process itself takes time—plan for at least a few weeks of meetings before the main program activities begin.

Want to Apply This Research?

  • Track which healthy eating activities kids actually complete and enjoy. For example, log whether kids participated in food preparation, group discussions, or other interactive components. Note their feedback about what they liked and didn’t like. This helps you understand what’s working and what needs adjustment.
  • Start a ‘Kid-Designed Nutrition Challenge’ where kids help decide what healthy eating goals to work toward. Let them suggest foods they want to try, activities they want to do, and ways to track progress. This mirrors the collaborative approach shown to be effective in the research.
  • Set up a simple feedback system where kids can rate their experience weekly. Ask questions like: ‘Did you enjoy today’s activity?’ and ‘What would you change?’ Track which types of activities get the highest engagement. Use this data to adjust the program over time, showing kids that their feedback actually matters.

This research describes how to involve children in developing health programs, but it does not provide medical advice or nutrition guidance. The findings are based on one study with a small group of healthy children in Germany and may not apply to all children or all settings. Before implementing any nutrition program with children, consult with qualified health professionals, teachers, and parents. Individual children may have different needs, allergies, or health conditions that require personalized attention. This study focuses on the process of collaboration rather than the effectiveness of any specific nutrition intervention.