Ethical reflections on the use of the category "children with disabilities" in quantitative research

Quantitative research plays a vital role in informing public health policies concerning children with disabilities. However, the categorisation of children as 'disabled' in statistical analyses raises complex ethical questions. This perspective article offers a conceptual and normative reflection on the ethical implications of such categorisation, drawing on the frameworks of utilitarianism, deontology, and virtue ethics. It argues that while categorisation may be necessary for policy development and resource allocation, it can also perpetuate stigma, discrimination, and social exclusion-particularly when based on inconsistent definitions or overly broad categories. The article contrasts medical and social models of disability and highlights how these frameworks influence who is included within the category "children with disabilities" in research. It further explores how ethical theories can guide researchers in navigating the tension between the need for statistical clarity and the imperative to respect individual dignity and diversity. Special attention is given to intersectionality and to the importance of nuanced, inclusive approaches to data collection. The analysis concludes that categorisation can be ethically justified if conducted with care, transparency, and respect for the lived experiences of children with disabilities. Ethical reflection should be an ongoing process throughout the research lifecycle, not a one-time consideration. This article contributes to the broader discourse on responsible research practices in quantitative studies and calls for ethically grounded methodologies that promote inclusion and equity.