Questionnaire Surveys Among Schoolchildren

[The following text is an example or "case", which can serve as a starting point for reflection and discussion. Some examples may be based on real events, while others are fictional representations.] 

In the late 1990s, the author conducted questionnaire surveys among children in the later years of primary school and lower secondary school across several Norwegian municipalities. The surveys were quite extensive, covering topics such as students’ perceptions of their own social and academic competence, relationships with parents and friends, and problematic behaviors like bullying, vandalism, and petty theft.

Such surveys must be broadly designed, with questions that as many participants as possible can answer. Unlike interviews, where questions can be adjusted based on responses, questionnaires require a standardized format. As a result, the questions cannot be too easy for most respondents or too difficult for the majority. This balance can lead to boredom in some students or, more concerningly, a sense of inadequacy in others.

These surveys are often conducted in institutional settings, particularly in schools, as children and adolescents are easily accessible in this environment. However, this setting also makes it difficult for participants to "opt out" midway through the process, and maintaining confidentiality can be challenging—especially with the increasing use of online data collection. Given these concerns, should researchers be particularly cautious about the types of questions they ask? For example, is it justifiable to include questions about mental health, self-harm, neglect, or abuse? Or should the focus instead be on managing data collection as effectively as possible? Additionally, is it ethically problematic to ask questions that are not directly related to the school environment in which the data is being collected?

After completing the survey, participants were invited to share their thoughts about the questionnaire. By far the most common feedback, given by one-third of respondents, was that the survey was boring. Is it unethical, or merely unfortunate, if this experience discourages students from participating in future research? Around one-fifth—mostly girls—found the survey enjoyable, while approximately ten percent felt that some of the questions were too difficult. A very small percentage believed that certain questions were too intrusive.

How should researchers take this feedback into account when designing future studies?

Note: This is a translation of the Norwegian original text by Johanne Svanes Oskarsen.