Some crucial issues in visual research involving children in schools are examined: the contradictions between the current widespread practice of visual recordings in public and private spheres and the cautious approach adopted in educational research; the dominance of adults and text in school research despite technology providing accessible ways of using visual elements and involving young people; and the use of digital photography, which also poses questions about permissions and publication. All research involving young people raises issues about access, informed consent and power relations. Drawing on examples from my own research, it is argued that it is possible to adopt a critical stance in visual research rather than continue to reflect unequal power relations. (Contains 1 figure.)