In the context of Afghanistan at war during the period of this research from 2002 - 2004, the author Claire O'Kane describes a participatory field work experience with girls and boys to highlight possibilities, to challenge misconceptions, and to reflect upon constraints and challenges for children’s participation. According to the O'Kane, "When given the space and encouragement, girls and boys are generally keen to express their views, to engage with adults in new ways and to take action to improve their own lives, their communities and society."

According to O'Kane, as international agencies opened policy-level conversations in Afghanistan, child protection and participation became an objective. The article focuses on practice developments facilitated by Save the Children [United Kingdom] UK (SCUK) and partners and draws upon reflections and assessments from girls and boys who were involved in children’s groups and networks during that time.

The approach taken was the community-based child protection monitoring and response approach directed toward identifying, analysing and responding to child rights concerns at local, provincial and national levels. "The approach emphasizes: community-based protection work, use of a child protection monitoring tool, involvement of adults and children, awareness raising, and action and advocacy on child right concerns." Linked to the work on community-based protection is the development of children’s groups, networks and media initiatives, part of the Global Movement for Children (GMC) initiative. With respect to cultural considerations, the girls and boys were supported in forming separate groups at the village or district levels. While most of the GMC groups were formed in a school setting with school-going children, many expanded to include working children and children with disabilities from their locality.

SCUK partnered with facilitators from the Department of Education, local community, or a local non-governmental organisation (NGO) to support more than 100 children's groups averaging 15 - 20 children ages 10 -18. Groups held weekly meetings to share views, analyse concerns affecting them and to find solutions and share information in provincial level meetings to undertake joint action and advocacy campaigns. Some of these include: action to stop beating by teachers, preventing police violence, gaining clean water in their schools, mending a bridge, starting first aid boxes, preventing early child marriage, enabling child workers to go to school, and creating libraries in their schools.

The article analyses three key themes (“the 3 P’s”) that are critical for children’s participation, namely: preparation, power and partnerships and draws out key lessons from what helped and what hindered participation.