Does Mixed Methods Research Matter to Understanding Childhood Well-Being?

There has been a rich debate in development studies on combining research methods in recent years. We explore the particular challenges and opportunities surrounding mixed methods approaches to childhood well-being. We argue that there are additional layers of complexity due to the distinctiveness of children's experiences of deprivation or ill-being. This paper is structured as follows. Sections 2 and 3 discuss the nature of mixed methods approaches and tensions. Sections 4 and 5 apply these debates to researching childhood well-being in particular, in both Northern and Southern contexts. Section 6 concludes and discusses future work.