Inclusive Data Principle 6: Methods
About Principle 6: Broaden the range of methods that are routinely used and create new approaches to understanding experiences across the population of the UK.
There are 32 commitments under Principle 6. Figure 7 shows the distribution of the commitments by their RAG status. Most commitments were either complete (47%) or green (28%). Below we describe a study into the lived experiences of statistically under-represented groups by Office for National Statistics.
Figure 7: RAG status of all 32 IDTF commitments under Inclusive Data Principle 6
Case study: Qualitative research on the lived experiences of statistically under-represented groups, Office for National Statistics
Commitment:
ONS is undertaking qualitative research to examine the lived experiences of groups who are currently under-represented in UK data and evidence including: disabled adults’ experiences accessing and engaging with activities, goods and services across the UK; the school experiences of children with special educational needs and disabilities in England; and the lived experiences, priorities and needs of Gypsy and Traveller communities.
In response to recommendations set out by the Inclusive Data Taskforce, the Qualitative Research team in the Centre for Equalities and Inclusion have published five research reports on the lived experiences of various statistically underrepresented groups. Groups included: disabled adults, Gypsies and Travellers, children with special educational needs and disabilities, all published in 2023, followed by experiences of survivors of domestic abuse in temporary safe accommodation, and displaced young people, published in 2024. The programme of qualitative research continues throughout this year and onwards.
Working with civil society organisations (CSOs) has been critical to accessing participants for the research, including those who might be missing or underrepresented in other service and data touchpoints. CSOs have provided insights into their communities, acted as gatekeepers for participant recruitment, and provided follow-on support for participants. For example, the support of a network of CSOs meant Gypsies and Travellers across different sites in England and Wales could be included in life history interviews which provided insight to culture, identity, and access to a range of services such as health and education.
A variety of innovative methods have been used across the projects to ensure the inclusivity and appropriacy of research. A lived experience, participant led approach to research ensures that participants can share what they feel is important and have more ownership over the research process. This helps to address some of the traditional power imbalances that can occur between researchers and participants and ensures that research is conducted ‘with, not on’ underrepresented groups.
Additionally, a peer research approach has been used for several projects. For example, in the displaced young people project, other displaced young people, who had completed research training, conducted interviews. This meant participants were able to share their experiences with those with similar characteristics and language to them, supporting comfort and ease of expression.
A large proportion of national datasets focus on data about adults, resulting in less data being available about children. To ensure their meaningful participation and that their voices were heard, a creative, flexible toolkit which could be adapted to meet different needs was developed. For example, using Lego play, drawings and journey mapping to support interactions and conversations with participants about their educational experiences.
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