This work builds on earlier studies from the United Kingdom (1998) and the United States (1996), where newspapers were not partners in the effort, as well upon a Nordic NIE Survey of 2002 and four previous studies of young people in the press carried out in Norway/Sweden between 1994-2000.

The goals of the global project were to:
  increase consciousness about children’s diversity
  examine the way children believe that newspapers reflect this

Seventy classes newspapers from 24 countries on all the five continents sent in reports. In most cases, the newspaper studied was the initiator or an active partner in the project. The feedback from teachers and newspapers was very positive; children enjoyed the work and teachers reported animated discussions and positive learning effects. Similarly, the newspaper staffs found new grounds for communication with schools and with the young.

While acknowledging certain methodical limitations, such as the self-selection of classes, there are a number of important findings. It should also be noted that the week in which most classes undertook the work, 31 March to 4 April 2003, saw the beginning of the war in Iraq. However, results reflected those of some schools where the study was done somewhat earlier.

The responses to the study remind all those who work for newspapers that children are as diverse as their adult counterparts and that much remains to be done to satisfy their newspaper needs. There are repeated recommendations that newspapers should give wider coverage to children’s issues, in particular "bad news" should be balanced with more examples of improvements in children’s lives. Children also want to read more that touches on their daily lives presented in a way that is adapted to their level of understanding or, as one class put it: "More about children, children like us." The finding that almost one-third of stories related to children as victims supports previous findings and provides a reminder that coverage of children may easily become focused on limited issues.

The children’s performance of the study tasks - examining the newspaper, cutting out and classifying articles - enabled them to read about a wide diversity of children in different circumstances. There was also evidence of the positive effects of children being exposed to issues beyond those directly concerning children as they searched the newspaper for child-related stories.

The children’s findings and suggestions display remarkable individuality and insight, providing another reminder of their diversity.

Study findings

Categorising the stories caused certain difficulties but many children - and teachers - reported that they enjoyed the discussions about which category certain findings belonged to.

The largest category of stories was "Children as Victims" (31.03% of the stories). Although children expressed great sadness on behalf of those who suffered, several noted the importance of being informed; only then can action be taken. Although "Children in School" (18.06%) caused problems in classification, particularly the overlap with children in politics, students liked reading about young achievers but were angered by deficiencies in schools and teaching materials.

Children from all countries enjoyed reading about the successes and achievements of others. While "Children are Brilliant" was the third most reported category (16.59%), readers were keenly aware of success stories they had encountered in their daily lives which they thought merited coverage. Many children were pleasantly surprised to learn that their well-being is a significant political issue ("Children in Politics," 9.62%); by searching beyond the usual headlines of scandals and political conflict, children appeared to gain an important insight into democracy.

Some classes were pleased to find fewer stories than expected about "Children as Wrong-doers" (7.69%), but noted that when there was coverage it was often too short, depriving them of explanations. Such articles were also found to focus on boys’ behaviour rather than that of girls. Many respondents had high expectations when approaching the "Children Helping Others" category (4.42%) but most were disappointed. Some failed to find any examples of children helping others during the week.

When researching gender coverage, children found difficulties in associating a particular sex with a story, as many articles were about children in general. In those cases where it was possible, boys were more often visible than girls. One explanation might be the high profile given to sporting achievements.

Many children reported enjoying reading good news but were deeply saddened by bad news, in particular the war in Iraq, which they identified as the most important issue of the week. There was a general feeling that newspapers should publish more good news to balance the bad and present more stories that touch on children’s daily lives in a way that is adapted to their level of understanding. Other suggestions included: daily pages and monthly magazines for children; more entertainment for children; and more about "the many good things children do to other children".

Educational findings

Reading is a powerful "brain-building" activity and, when coupled with the child’s innate learning instinct, newspapers can play a prominent role in a child’s brain development, providing daily stimulation and a window to the world. In addition, this project provides an example of "teaching democracy". It sought responses from children and confirmed to them that they have a voice to be heard. After carrying out the study, some children expressed a desire to be better informed so as to prepare them for when they are able to vote.

One of the most striking features of the reports is the release of child-to-child empathy. Children expressed sincere happiness when finding good news about children whose lives have been improved and when reading about adult awareness of children’s problems. Reactive empathy peaked when compiling the category of victimised children.

The challenge of taking part in the survey was well received by the children, with some writing that they were disappointed when the week ended, despite the heavy work-load. Children appear to have been motivated by seeing themselves reflected in the newspaper, by looking closely at their role in adult society and by working in groups. The limited involvement of adults may also be significant. The tasks involved in compiling the reports were extremely effective in bringing into play the learning strengths of both girls and boys.

There exists an enormous potential for connecting the young child’s mind to mainstream political issues of the adult world and developing their voice as an integral part of living democracy.