Accessibility and inclusion
Talk based methods
Accessibility and inclusion should be considered at every stage of your project. Decisions about who takes part, how discussions are facilitated, and where and when you collect data all shape whose voices are heard, and whose may be (unintentionally) excluded.
In a public health and local authority context, talk-based methods are often used with populations who may face structural or practical barriers to participation. Careful planning is essential to ensure that interviews and focus groups are inclusive and respectful, and that participation is possible without placing additional burden on participants.
Location, setting and physical space
When conducting interviews or focus groups in person, the choice of location can significantly affect whether people feel comfortable and able to take part.
Use a familiar or neutral venue wherever possible (e.g., community spaces rather than council offices)
Ensure venues are physically accessible, including step-free access and accessible toilets
Consider privacy, sound levels, and whether conversations can be overheard by other people (especially if your topic is highly sensitive)
Be mindful of power dynamics associated with certain spaces, particularly for residents or service users
Where feasible, offer to meet participants in locations where they already feel comfortable or that minimises burden for them (e.g., meeting teachers at a school, or parents at a Family Hub)
Online and virtual participation
Conducting interviews and focus groups online can increase accessibility for some participants but they can also create barriers for others.
Do not assume all participants have access to a suitable device, reliable internet access, or access to a private space.
Where you can, be flexible about camera use. Requiring cameras to be on can exclude participants or cause discomfort.
Consider whether the platform you are using (e.g., Teams, Zoom) is familiar and easy to use for all participants.
Build in time for technical support and allow participants to join using other means (e.g., by phone) if needed.
Be particularly mindful of privacy when participants are joining from shared or home environments. Tell participants before the interview or focus group begins if you will be discussing sensitive topics.
Inclusive recruitment
Accessibility considerations should begin before data collection starts.
Think about who might be excluded by your recruitment approach and use various routes to reach participants .
Avoid relying solely on digital recruitment methods – not all groups will be successfully reached via social media, email or a QR code.
Consider whether there are any costs associated with taking part (e.g., childcare, travel), can you secure budget to cover these and think about whether you can offer additional financial and non-financial incentives.
Work with trusted organisations, local partners or community champions to recruit participants.
Timing, length and flexibility
Practical arrangements can be a significant barrier to participation if not planned carefully.
Schedule sessions at times that are realistic for participants. If you are not sure, ask your participant what suits them best.
Be clear about the expected length of interviews or focus groups ahead of time and avoid overrunning.
Consider the cumulative burden on participants who may already be frequently consulted or engaged in other projects.
Where possible, offer the opportunity to reschedule or offer alternative formats (e.g., in person, over the phone).
Language, communication and understanding
Clear, accessible communication is essential for meaningful participation.
Use plain language in invitations, information sheets, and during discussions.
Try to avoid jargon, acronyms, or complex language unless you are sure participants are familiar with them.
Provide materials in alternative formats or languages where they are needed, especially information sheets and consent forms.
Consider whether participants may need an interpreter or a translator. Some participants may prefer to receive questions beforehand or have them written down.
Check in with participants throughout the session to see if they need any clarification.
Facilitation
Good facilitation is essential for building trust and rapport, and creating a space for open and honest conversation.
You might be facilitating yourself, or you might choose to work with an external facilitator – either way, the skills and approach of the facilitator are key to inclusive practice when we’re using talk-based methods.
Facilitators should be well briefed on the aims of the work, the topic guide, and any specific needs of participants.
Pay close attention to group dynamics, including who speaks most and who might be less confident or vocal.
Create space for quieter voices - be encouraging but be careful not to ‘pick on’ participants.
Be flexible and responsive to participants’ needs, including adapting or rephrasing questions.
Where external facilitators are used, ensure they understand the context and sensitivities of the work.
The most common reason to consider an external facilitator is where the relationship between the researcher and the participants could shape what people feel able to say.
If you are evaluating a service that you commission, manage, or deliver, participants may feel (consciously or not) that their responses could have consequences for them, the support they receive, or the service overall. An independent facilitator can make it easier for participants to speak honestly, including about things that are negative or uncomfortable.
Similarly, where research involves staff or colleagues, an external facilitator can help participants feel that their contributions are genuinely confidential and will not be shared with line managers or senior leaders in an identifiable way.
External facilitation can also be useful where there is a gap in expertise. If you are carrying out a project on an unfamiliar topic, a facilitator with relevant subject knowledge will be better placed to probe responses meaningfully and recognise what is worth following up on. Equally, where research involves a particular community, someone with existing relationships and shared experience can make it possible for participants to speak more openly and honestly than they might with someone else.
Support, safeguarding and emotional safety
Talk-based methods, especially in a public health context, can often involve discussion of sensitive or personal experiences. It is important that participants (and facilitators) feel safe and supported.
Anticipate where discussions may be emotionally challenging or sensitive and tell participants upfront.
Provide clear information about what support is available if participants become distressed or upset (e.g., provide a list of resources, or contact details of someone who can help)
Make sure all facilitators are familiar with Camden’s safeguarding policies and know how to respond appropriately to disclosures or concerns.
Adhere to ethical guidelines and allow participants to pause or withdraw at any point without consequence.
Do not pressure participants to share more information than they are comfortable with. Be aware of the power you hold as a facilitator or researcher.
Reflection
After each interview or focus group, it is best practice to take time to reflect, not just on what was said, but on how the interaction went overall.
Try asking yourself the following questions to guide your reflection:
Were there questions that did not land well, or topics that felt under-explored?
Were there moments when a participant seemed uncomfortable or uncertain?
Was there anything about the dynamic (e.g., the setting, the relationship between you and the participant, your own responses) that might have shaped what participants felt able to share?
Brief reflective notes made immediately after each session (e.g., a memo) can be analytically valuable as well as supporting ongoing improvement in your practice. This is the beginning of the reflexive work that runs through the whole research process.
It’s not always possible to address every accessibility issue or barrier, but you should be able to demonstrate thoughtful consideration of accessibility and inclusion.
Be explicit about the choices you have made and why you made them
Document any limitations and their implications for your findings
Reflect on how accessibility considerations might have shaped who took part in your project and how data was interpreted
There are plenty of resources available online to support you to think about accessibility and inclusion in your research or evaluation work. Some of these resources might be helpful: