Child participation currently holds a high profile within the field of educational psychology and has been the subject of increasing interest and research. The aim of this paper is to consider the potential merit in orienting the focus beyond participation in planning and decision-making and towards self-advocacy. Self-advocacy is an essential skill to develop in relation to longer-term outcomes and has particular relevance for children and young people with medical conditions. It is argued that the adult-centricity of risk assessment and management within education poses the potential for epistemological oppression. By drawing upon the bioecological theory of human development, risk assessment can be co-constructed as a "process" of formulation. Educational psychologists are well placed to bridge this area with the development of children and young people's advocacy skills in preparation for adulthood.