The aim was to study children’s participation in child investigations both when a digital application was used and when it was not used. Theoretically, the children’s participation was explored through positioning- and rhetorical analyses of the documentation. In investigative texts where the digital tool was not used, the children’s perspective was presented, but with a lower degree of agency. Two ways of motivating evidence have been identified. One is to alternate the official text, which contains theoretical concepts such as risk and protection factors, with more general descriptions from the child's situation. In the second approach, the genre of authority has been used together with the child’s own words so that the child is given more agency in the investigative text. The proposals for decisions are in both cases presented from the authority genre and legitimised via “the child's best interest” and “risk and protection factors” as well as through weaving in witnesses as a rhetorical resource, where children’s voices might be used as evidence. When comparing child investigations with or without the use of the digital tool, the assessments have similar illations. However, a digital tool adapted to children’s perspectives can increase participation in terms of their agency and presence in the investigative text.