Girl-Led research
Need & context
Vishakha believes that learning from implementation must inform action, advocacy, and dialogue with systems. To do this, the organisation regularly creates evidence from the ground—through research and community-level inquiry. Over the past few years, there has been a conscious shift to ensure that this evidence creation is also girl-led, recognising adolescent girls as knowledge holders whose lived experiences offer critical insight into how systems operate and where they fail. Girl-led research thus becomes a key tool to connect everyday realities with programmatic learning and advocacy..
Concerns raised by Girls
Through these research processes, girls have raised concerns across multiple issues that affect their lives. These include barriers in accessing sexual and reproductive health services, discrimination linked to age and marital status, challenges in continuing education through open schooling, and gaps in information and support systems. Girls have also spoken about stigma, silence, and judgement around sexuality and health, as well as difficulties in engaging with local governance structures such as panchayats, justice mechanisms, and service providers. These concerns reflect not just individual experiences, but the broader social and institutional contexts shaping girls’ lives.
Methodology of the Process
Girl-led research is designed as a participatory and feminist process. Adolescent girls are supported to lead all stages of the research—from framing questions and choosing methods to collecting data, analysing findings, and developing recommendations. Girls are trained in basic research tools and feminist research approaches, and use methods such as conversations, in-depth interviews, and group discussions. Their own experiences are documented as part of the research, keeping lived realities central. Findings are shared with communities and relevant stakeholders, creating spaces for dialogue, reflection, and advocacy. More than producing reports, the process builds girls’ confidence, critical thinking, and capacity to engage with systems and demand change.