Youth voices matter: A call to decision-makers 

Author: Wilma Jensén, writer and Project Assistant at Nordjobb Sweden and The Norden Association Sweden 

Building on the national reflections and recommendations of the Nordic Children’s Ombudspersons and Professor Sandberg on strengthening the implementation of Article 12 of the UN Convention on the Rights of the Child – particularly during times of crisis – this chapter provides insights from Nordic and Baltic youth. The chapter is based on a workshop organised by the Nordic Welfare Centre during the final conference on ‘The right of children and young people to be heard, seen, and involved in the Nordic region’ on 4–5 June 2025, held as part of a broader project on youth participation during the Covid-19 pandemic.

This chapter summarises and reflects the voices and perspectives shared during the workshop. It is not a conclusion, but a beginning and a starting point for continued dialogue and shared responsibility, a reminder that Article 12 is not just a right on paper, but a principle that must be lived, especially at critical junctures.

The Covid-19 crisis revealed significant gaps in how children and young people were included in decision-making processes. While they had a right to be heard, many felt overlooked or excluded when it mattered most. This lack of inclusion during crisis both undermines trust and also leads to decisions that can fail to meet the needs of children and young people, and especially those in vulnerable situations.

During the workshop entitled ‘How can we strengthen children’s right to participation in the Nordic region – and improve crisis management for the future?’, young people and adults from across the Nordic countries came together to explore how young people’s voices can be heard, especially during emergencies. Prior to the workshop, participants were introduced to the Ombudspersons’ recommendations and Professor Kirsten Sandberg’s Nordic analysis, which served as a shared foundation for the discussions.

Participants prioritised key actions from a list of recommendations and explored how young people can be recognised as valuable contributors to crisis planning. They also developed proposals for a Youth Crisis Response Team as a concrete model for meaningful youth participation in emergency contexts.

In summarising the young participants’ reflections, experiences, and proposals, this chapter offers vital input on how to realise Article 12 in practice and avoid repeating the mistakes of the past.

A key consensus amongst participants was the necessity of ensuring genuine and meaningful child participation. This requires the establishment of permanent, inclusive structures for child participation at all levels of governance. Their involvement must extend across planning, implementation, and evaluation processes.

Participants emphasised the importance of clearly distinguishing for young people the difference between being merely consulted and having real influence. It is essential that children feel their contributions are taken seriously and that they can see the value and benefits of their involvement.

Encouraging youth to develop their own participation structures was also highlighted as a priority. To make this possible, decision-makers must provide the necessary support, resources, and space for youth-led initiatives to thrive.

Another key recommendation is the importance of engaging civil society organisations in crisis planning. Participants strongly advocated for the active involvement of civil society groups in developing, implementing, and monitoring child-focused crisis strategies. Participants emphasised the importance of working closely with civil society organisations, which in many cases act as early responders and trusted actors in times of crisis –particularly when it comes to reaching children and young people. Establishing strong, pre-existing relationships between civil society is therefore essential to ensuring responsiveness when crisis occurs.

In addition, participants highlighted the need to integrate children’s rights into crisis legislation. Embedding these rights within legal frameworks is crucial to ensuring that children’s rights are systematically considered and that participation is structurally secured and embedded in practice.

Participants discussed how children and youth can meaningfully contribute to crisis planning and response, and what measures ensure their voices are taken into account. They agreed that, under normal circumstances, established structures must foster respect and trust between youth and adults, laying the groundwork for effective collaboration during crises.

Recognising young people as a resource in non-crisis contexts strengthens their inclusion and influence when emergencies arise.

Accessible, age-appropriate information is essential, not only about current matters but also regarding children’s right to be heard. When children know where to turn and whom to ask, their ability to influence decisions increases. Furthermore, education and competence development for children, youth, and adults alike enhance the likelihood that young people’s contributions are taken seriously and acted upon.

Equally important is training adults who work with children and young people. Adults must be competent listeners and understand their role in empowering children to participate on their own terms. They should actively support young people’s involvement and help shape a narrative that recognises the value of youth perspectives.

Schools were identified as key platforms for youth participation in that they serve as key spaces for children and youth participation. As familiar environments, schools provide accessible spaces where children and youth can engage meaningfully. Student councils serve as effective forums for decision-making and responsibility-taking, while schools more broadly can function as democratic arenas where participation skills are developed and practised at the local level. These structures support everyday engagement but can also play a vital role in involving children and youth in crisis-related planning and response.

Participants raised concerns that only certain segments of the youth population are actively involved, while many others remain unheard. Adults must recognise that a single young representative may speak for thousands, but reaching the so-called silent youth – those who do not take part in politics – remains a significant challenge.

A peer-to-peer approach was suggested as an effective strategy to increase inclusion. By encouraging active young people to engage their peers and help them see themselves as part of a larger community, participation can be broadened. When young people begin to identify with a collective purpose and see themselves as part of a larger community, they are more likely to become involved.

Participants also emphasised the need for diverse and flexible methods to strengthen children’s right to be heard. Establishing digital participation structures such as online platforms can help reach a wider and more diverse population of children and youth, including those who may not engage through traditional participatory channels.

Following a crisis, it is vital to consult children and youth through established structured platforms. Clear feedback loops and consistent follow-up are vital to ensure that their contributions are acknowledged and acted upon. In addition, conducting longitudinal research and preparing well-functioning structures before crises occur are crucial steps toward an effective and inclusive response. These steps are key to building a more effective and resilient system that includes children’s voices from the outset.

During the workshop, several encouraging examples were shared, illustrating how children and youth have been meaningfully included across the Nordic region.

These examples demonstrate the diversity of approaches and the potential for meaningful youth engagement when creativity, trust, and institutional support are combined. 

As part of the workshop, participants were asked to develop proposals for a Youth Crisis Response Team to enhance meaningful participation in emergency contexts.

One suggestion was to establish teams where young people are represented alongside adults and integrated into schools, like student councils. These teams should have clearly identified responsibilities and be actively involved in decision-making.

The inclusion of student organisations, civil society, and public authorities was seen as essential, with NGOs playing a key role in identifying and reaching vulnerable children. Such teams should exist at all governance levels, from local to international.

Another proposal recommended organising the team with two distinct groups – one comprising children and the other adults – to ensure children have a genuine and independent voice. Adults would be expected to engage respectfully with youth, potentially through collaboration with participants from various existing student councils. This model promotes inclusive collaboration and ensures that youth perspectives are taken seriously and integrated into crisis response efforts.

The workshop showed that young people are ready and willing to contribute to crisis planning and decision-making. Their input reflected a strong desire for meaningful participation both during emergencies and as a part of everyday structures. Key themes included the need for trust between youth and adults, better access to information, and more inclusive platforms, both digital and in schools. The proposals were grounded in real experiences and aimed at creating lasting change.

Throughout the workshop, it became clear that young people are both willing and fully capable of contributing to crisis planning and decision-making when given the chance. The discussions were thoughtful, creative, and grounded in lived experience. What stood out most was the shared understanding that participation must be built before a crisis hits. It cannot be improvised.

The young participants expressed a strong desire to be seen as partners, not just recipients of decisions made by adults. They want to be involved early, consistently, and meaningfully. They want their ideas to be taken seriously –  not out of courtesy, but because they have something valuable to offer. And they want structures that make this possible, not just promises.

The proposals, ranging from Youth Crisis Response Teams to digital tools and peer-to-peer outreach, offer practical approaches to involving young people more effectively. They suggest ways for decision-makers, schools, civil society, and governments to strengthen collaboration and to work differently.