The right of children to have their voices heard is emphasized in Article 12 of the Convention on the Rights of the Child (CRC) (United Nations, 1989). There are different ways to listen to children, based on among other things the underlying research approach (Andrén & Zetterqvist Nelson, 2024). Researchers use various methods to implement CRC, but there is a continued tendency to value adult perspectives on child issues. There is a need for studies using participatory approaches to involve children in expressing their opinions and experiences (Lorgen et al., 2025). However, research with children is not automatically more ethical than research on children (Bodén, 2021; Clark, 2017; Hammarsten, 2024; James, 2007). Regardless of approach, in-depth methodological and ethical reflections are essential for advancing awareness in the field (Bodén, 2021; Corsaro, 2024; Fitzgerald et al., 2020). Drawing on a study inspired by the Mosaic approach (Clark, 2017) to explore children's (10-12 years) experiences of movement opportunities at school, this article aims to identify ethical dilemmas when researchers’ preconceptions clash with the realities of children. By using the concept of empathic listening, we will discuss the possibilities of bridging the gap between researchers’ preconceptions and children’s perspectives.