Redesign Institutions to Co-create with Children and Families

American culture tends to prioritize the expertise of trained professionals over that of community members’ lived experience. As such, child-serving institutions are often designed by policy makers, academics, and other “experts,” without local involvement. The result is that programs and policies may not meet the complete needs of the children they intend to serve.

Innovative practitioners are reconfiguring schools, clinics, and social services to design programs directly informed by the lived experience of the children they aim to serve.

Such solutions often build channels for community involvement in decision-making, thereby improving efficacy and building connections between those with professional and experiential expertise.

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What if each child in a classroom felt content and equal for just 20min per day- regardless of reading ability or body composition?

What if each child in a classroom felt content and equal for just 20min per day- regardless of reading ability or body composition?

Photo of Jackie Hanton
2 2

What if youth could playfully create and lead experimental social initiatives that have a broad impact?

What if youth could playfully create and lead experimental social initiatives that have a broad impact?

Photo of Benyam Alemu
2 4