Read the Room: And Other Considerations for Building Trust in Research
One of the cornerstones of qualitative research is the ability to develop trust with participants. In research language, we often refer to this as “building rapport.” Regardless of the term, the concept is simple: people are far more likely to share meaningful experiences when they understand who you are, why you're asking questions, and what you intend to do with the information they provide.
When I work with students and clients, I'm frequently asked how to build trust with participants and how to improve recruitment efforts.
My answer is almost always the same: start by reading the room.
You've probably heard that phrase before. Usually, it means paying attention to the people around you before speaking up at a meeting, telling a joke, or launching into a passionate opinion that nobody asked for. In research, the idea isn't all that different. Reading the room means understanding who you're working with, what is happening in their lives, what they care about, and whether your goals align with their priorities and realities.
Too often, researchers become so focused on the questions they want answered that they forget there are real people on the other side of the study. Participants are constantly evaluating us. They want to know why we're asking questions, how their information will be used, and whether participating will ultimately benefit them, their community, or a cause they care about.
People want to know your intentions before they decide whether to trust you with their stories, opinions, and experiences. Building trust doesn't begin when the interview starts. It begins much earlier—during the design of the study itself.
Trust Begins with Study Design
Effective qualitative research requires alignment between the purpose of the study, the research questions, and the methods used to answer them. Researchers must carefully consider what they are trying to learn and why.
A good research question is broad enough to capture the nuance of individual experience, but focused enough to avoid collecting information that doesn't serve the project's goals.
As you develop your research questions, consider:
What personal experiences inform my curiosity about this topic?
What theoretical lens will guide my interpretation of participants' responses?
Who am I interested in learning from, and what is the best way to connect with them?
These questions are not simply academic exercises. They directly influence how participants experience your study.
Understanding the People Behind the Data
If building trust requires us to read the room, then recruitment is often our first opportunity to demonstrate that we've done so. Before participants ever share their experiences, they are evaluating whether the study fits within the realities of their daily lives: Do these researchers understand my situation? Is my time being respected? Will anything meaningful come from this? If the answer is unclear, many people will simply decline the invitation.
Trust grows when participants feel seen. That means designing recruitment and data collection strategies that reflect an understanding of their responsibilities, constraints, priorities, and lived experiences. A recruitment strategy that ignores those realities can unintentionally communicate that the researcher is more interested in collecting data than understanding people.
Consider a project focused on caregivers in the "sandwich generation"—individuals simultaneously caring for children and aging parents.
An in-depth, in-person interview may seem like a great way to gather rich data. However, from the participant's perspective, it may feel like one more demand on an already overloaded schedule. If you ask someone to volunteer hours of their time without clearly communicating how the project benefits them or their community, participation may feel burdensome rather than meaningful.
Even a monetary incentive may not overcome the perception that the researcher doesn't fully understand their reality.
This is where listening becomes essential.
Before launching a study, consider connecting with a gatekeeper—someone who is already trusted within the community. Ask questions. Listen for challenges, barriers, and opportunities. Learn how participants prefer to engage and what accommodations might make participation more realistic.
For caregivers, this might mean:
Offering virtual interviews to increase flexibility.
Providing childcare during focus groups.
Scheduling interviews at locations participants already visit, such as adult day centers or community organizations.
Reducing travel and time burdens whenever possible.
The goal is not simply to collect data. The goal is to meet people where they are.
Ask Only What You Need to Know
Another strategy I frequently emphasize is being highly intentional about the questions you ask. While rapport is often associated with interviewing and moderating focus groups, participants begin forming impressions long before a conversation takes place. Every question we ask communicates something about our priorities, our preparation, and how much we value a participant's time and expertise.
Survey research provides a great example.
Many of us have completed surveys that seem to ask endless questions with no obvious connection to the topic. I remember participating in a product survey that asked detailed questions about my hobbies and daily routines. It felt intrusive because I couldn't understand why the information was relevant to the product being evaluated. In that moment, I wasn't building trust with the organization—I was questioning whether they respected my time and privacy.
A simple principle applies here:
Ask only what you need to know and only what you are prepared to act on.
I often see organizations throw the kitchen sink at participants because they're afraid they'll never get another opportunity to ask questions. As a result, they collect large amounts of information they never use.
Participants notice this.
When researchers ask thoughtful, relevant questions, they communicate respect. Participants feel that their experiences are being sought for a purpose rather than simply being collected. That sense of purpose is a foundational element of rapport. People are more willing to share information when they believe their contributions matter and when they can see a clear connection between what is being asked and what will be done with the answers.
Trust grows because they believe their time and expertise are valued. When people see their feedback leading to meaningful action, they become more willing to participate again in the future.
Sometimes Context Builds Trust
Of course, some research questions require more depth and complexity. Afterall, this is one reason many researchers incorporate qualitative methods into their studies.
When asking participants to discuss personal or potentially sensitive experiences, providing context can help establish trust and create a healthier balance of power.
For example, imagine interviewing older Black Americans about their experiences with local health care services. Before beginning the interview, you might say:
"For the next set of questions, I'll be asking about your experiences using urgent care services in your community. Because this is a predominantly white community, I am interested in understanding your unique perspective as a Black American. I am also interested in learning what you see as the strengths and weaknesses of these services so I can include your insights in a report being prepared for the hospital board that oversees urgent care in this area."
Notice what this statement accomplishes.
It explains why the questions are being asked. It clarifies why the participant's perspective matters. It also describes how the information will be used.
Many new researchers struggle with this balance because they worry that sharing too much information will introduce bias. While there are certainly situations where researchers should avoid leading participants, we are inviting people to share their lived experiences, not running a double-blind clinical trial.
Providing context can help participants understand their role in the process and remind them that they are the experts on their own lives.
Don't Ignore the Elephant in the Room
Finally, researchers should reflect on their own social position in relation to the topic or population they are studying.
Qualitative researchers often refer to this as reflexivity—the ongoing process of examining how our experiences, identities, assumptions, and social locations influence our work.
This matters because participants are often evaluating us just as much as we are learning from them.
You cannot—and should not—pretend to be the same as the people you are studying. Even when you share similar social positions, your experiences will differ.
Rather than ignoring those differences, acknowledge them.
Tell participants who you are. Explain why you became interested in the topic. Share why their perspective is important to the project. Be honest about where you will distribute the findings.
In my experience, participants are remarkably perceptive. They often know when something feels unspoken or hidden.
So name it.
Trust grows when researchers stop trying to appear neutral and
instead strive to be transparent, thoughtful, and respectful.
Read the Room
At its core, building trust in research is less about technique and more about awareness.
It means designing studies that respect participants' time. It means asking questions with intention. It means being transparent about your purpose and reflective about your own position in the research process.
Most importantly, it means remembering that participants are not data points. They are people.
And people are far more willing to share their experiences when they feel seen, respected, and understood.
In other words: read the room.