In 1984, the "Australian Journal of Environmental Education" commenced. At that time, this author was 6 years old, in her first year of primary school at Tieri State School in Central-Western Queensland, and knew nothing of the "Australian Journal of Environmental Education" (AJEE), or environmental education for that matter. Skimming back over the 1980s volumes of the "AJEE," it becomes clear that children and young people's voices were missing. It appears that children and young people were taken for granted in the preponderance of articles. The focus appeared to ricochet between school-based environmental education (from a teacher's perspective) to deep ecologies (nature studies) to early research positionings (research agendas). What is less visible, though, are children and young people's direct voices. In other words, where are children positioned as the researchers, as experts of their own lives, in the "AJEE"? While slow to mount traction, children and young people are becoming more vocal through social movements such as the "Australian Youth Climate Coalition." However, the crossover from such activism to research is, by and large, absent in the traditional genres of environmental education and its research. How can this be changed, not only in the "AJEE," but in environmental education research more broadly? Perhaps one day, not only will children and young people be authors of original research, but possibly a child or young person will edit a child-focused environmental education research journal, perhaps even a part of the "Australian Journal of Environmental Education."