The COVID-19 pandemic resulted in a global state of emergency and disrupted the routines of societies, including the educational institutions that children attend. The Convention of the Rights of the Child describes that children have the right to have their voices heard in all decisions that affect them (United Nations, 1989). However, the reality of what this statement means in various contexts differs vastly. These differences were actualised in the COVID-19 responses across the world, and while some countries allowed children to participate in early learning settings, others implemented lockdowns and mobilised alternate learning options.

In Nordic countries and Australia, children’s active agency and participation are important items in curricula, and teachers are encouraged to use participatory methods to support children’s voice and choice. From these premises, this chapter explores notions of democracy and children’s participation in education through the voices of four parents in three nations, Australia, Sweden, and Finland, through lived experience of COVID-19 and educational systems. The study engages with autoethnographic narratives to provide reflections regarding children’s possibilities for participation during a pandemic. The findings show cultural and contextual differences for children across the countries, highlighting inequity in access to educational services, participation, and honouring of children’s voices.