Blog: Why Training People with Lived Experience in Research and Evaluation is a Game-Changer

When we think about research and evaluation, images of university professors or data analysts in white coats or behind desks often come to mind. These experts are undoubtedly skilled and vital to understanding complex issues. But in recent years, there’s been a growing recognition of another type of expert we need to involve: people with lived experience. These are the individuals who have firsthand knowledge of the issues being studied—whether it's mental health challenges, learning disability, older age, being a younger person, a family carer or a combination.

Here’s why:

1. Lived experience provides unique insight

People with lived experience bring a deep, often nuanced, understanding of the issues that no textbook or second-hand account can replicate. Their insights allow researchers to ask better, more meaningful questions and interpret the information in a way that resonates with the real-world experiences of those affected. When evaluating programmes or policies meant to address these issues, the firsthand perspective helps ensure that assessments reflect reality. This can prevent researchers from making assumptions that miss the mark and ensure findings truly reflect the experiences of the relevant communities.

2. Improves trust and authenticity

Research and evaluation involving marginalised communities often suffer from a lack of trust. Many communities have historically been exploited or misrepresented in academic studies. By training and involving people from within these communities, research and evaluation efforts become more credible and authentic. When participants see people they identify with conducting research/evaluation, they’re more likely to engage openly and honestly. The presence of peer researchers or evaluators can break down barriers, fostering an environment where everyone feels their voice matters.

3. Ensures ethical and respectful approaches

Ethics should always be a core concern in research and evaluation. When dealing with marginalised communities, this concern is even more significant. Individuals with lived experience are particularly attuned to the potential harm that insensitive or inappropriate research practices can cause. Their involvement helps ensure that the design, questions, and methods are respectful, trauma-informed, and culturally sensitive. This approach helps prevent the re-traumatisation or exploitation of participants, making the research process more ethical and humane.

4. Enhances the relevance and impact of findings

Traditional research and evaluation may sometimes miss the mark when it comes to practical recommendations. This is often because researchers and evaluators, while skilled, don’t always fully grasp the day-to-day realities of those experiencing the problem firsthand. In contrast, people with lived experience understand which interventions or policy changes are actually feasible and beneficial. They can help translate research and evaluation findings into recommendations that are not only meaningful but actionable. By doing so, they ensure that the research or evaluation leads to real-world impact, rather than just sitting on a shelf.

5. Fosters new skills and builds capacity

Offering training to individuals with lived experience to undertake research or evaluation isn't just about benefiting a project. It’s also about supporting those individuals to develop new skills. When people are given the tools to understand research methodologies and undertake evaluation, they gain valuable skills that can open doors to new opportunities. Whether it’s pursuing further education, becoming a community leader, or advocating for policy change, these new skills can have a ripple effect, benefiting the individual and their community alike.

6. Strengthens community ownership

Communities are more likely to embrace research, evaluation and its recommendations when they feel ownership over the process. Having people with lived experience conducting research/evaluation creates a sense of shared responsibility and partnership between the community and researchers. When community members see themselves as active contributors, rather than passive subjects. They’re more invested in both the research/evaluation process and the implementation of its findings. This partnership can lead to stronger, more sustained outcomes.

7. Promotes diversity in research perspectives

Research or evaluation that relies solely on academic or professional experts’ risks becoming narrow in scope. People with lived experience offer diverse perspectives that can challenge conventional thinking and push the boundaries of what’s possible. Their insights often highlight oversights blind spots in the research/evaluation process, leading to richer, more comprehensive findings. By integrating diverse voices, the research/evaluation becomes more inclusive, innovative, and effective.

Conclusion

We believe that training people with lived experience in research and evaluation is not just a nice add on. It’s a necessity for producing ethical, relevant, and impactful work. These individuals provide critical insight, improve community trust, and ensure that research and evaluation approaches are grounded in reality. By valuing lived experience as a form of expertise, we can transform how research and evaluation is conducted, making it more inclusive, actionable, and beneficial for all involved.

In the end, research and evaluation is about understanding the world to improve it. And who better to guide us toward real-world solutions than those who live these realities every day?

Interested in training people with lived experience?

If you’d like to support individuals with lived experience to develop research and evaluation skills, consider commissioning NDTi’s new Learning Together Inclusive Research and Evaluation Training.

This specialised training programme is designed to build research and evaluation capacity within communities while fostering collaboration and insight from lived experience.

We recently worked with a group of young evaluators on our Time to Talk Next Steps programme. Listen to what they had to say in this podcast.