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We contribute to research and practice in User Centred Design (UCD) by arguing that, in certain contexts, the literal and restrictive interpretation of 'user' as hands-on user can be a hurdle to achieving development processes that are profoundly use-centred, and products that better support end users. Our example case focuses on Child Centred Design (CCD) and drawing on empirical data, we negate some popular concerns relating to the involvement of teachers in the child-designer equation, and suggest new structures for children and their teachers to jointly engage in UCD. The traditional power structure of adult-child or teacher-student, seen by previous authors as a barrier to involving teachers in CCD, is challenged and the need for an extension of the designer-child partnership to include a significant role for teachers is proposed. The implications for the wider UCD literature relate to a broadening of stakeholder involvement in design.

Broadening stakeholder involvement in UCD: designers' perspectives on child-centred design