Curriculum:
Success stories

We have already had some great success stories from the attendees of our pilots implementing their learning in practice, including:

🇬🇧  In the UK

• A physiotherapist used co-creation methods to develop virtual patients with artificial intelligence tools as an educational resource to train the next generation of healthcare students. read more  

• A charity worker used co-creation methods to explore the impact of the change of landlord within a housing association property for people with learning disabilities.
• A hospital cardiac nurse co-creating a health service intervention to support people in managing a condition called postural orthostatic tachycardia syndrome.
• A sport scientist hosting co-creation workshops in November 2024 working with grassroots football coaches to develop how a coach development programme may be implemented.
• A physiotherapist developing a protocol to host workshops in early 2025 to co-create a rehabilitation programme for adults with complex fractures following traumatic injury.
• A psychologist hosting co-creation workshops to develop an online information resource to support people with COPD to use smartwatches to arrange their conditions
• A student hosting co-creation workshops to explore culturally adapting a resistance training intervention for teenage Muslim girls
• A student using co-creation methods to explore the needs of people providing informal support to survivors of sexual violence, and the role of digital interventions in meeting those needs
• A psychologist using co-creation to develop a digital intervention for positive mental health and wellbeing in university students
• A psychologist using co-creation methods to develop a digital yoga-based intervention for postgraduate researchers

• A psychologist used co-creation to develop a digital intervention for positive mental health and wellbeing in university students.
• A psychologist used co-creation methods to develop a digital yoga-based intervention for postgraduate researchers.
• Two students planned to use co-creation in workshops in 2025 to co-create resources on sexual wellbeing and intimacy for people with acquired brain injury.
• One psychologist planning to use co-creation in workshops to develop resources to support educators working with children with traumatic brain injury

 In Italy

• A team of two educators is starting using co-creation to involve young adults in a participatory process in their local community
• A team of three educators is starting using co-creation methods to develop a training program supporting parental skills
• A secondary school class has already been involved in the production of a podcast and a boardgame about the UN Sustainable Development Goals using co-creative approaches and techniques. read more 
• In general, LeGO has started to systematically embedded co-creative approaches in the training course for its workers (about 270 people working in several wellbeing fields)

  In Portugal

• A group of seven childhood educators from three different kindergartens, located in Fermentões-Guimarães and Trofa, co-created the project “Happiness+”. Different results emerged in the different kindergartens, which included increasing outdoor and nature activities, the hug chair, the sensory table and drawing a sad face on the palm of their hand to show a classmate that what he/she was doing made them sad.
• A teacher of the Pegada school, Guimarães, co-created with 24 children of a 3^rd-grade class (8 years old) the project “Green happiness: wellbeing through nature activities”. The project results showed an increase in children’s wellbeing and simultaneously promoted children’s health and environmental sustainability.
• Three teachers from a 7th grade class (students aged 12-13) at the Pedome Basic School, Vila Nova de Famalicão, developed the project “Revitalisation of the school grounds: co-creation of pleasant and ecological spaces in the context of an Integrative Learning Project”.
• Two professionals continued the project, called in this second year “Happiness++”. Children complained in the previous school year of physical and verbal aggression by some classmates inside the kindergarten. In both kindergartens, they co-designed a different action plan, but included the creation of a mascot, outdoor activities with and without parents, games in the classroom and puppet theatres.
• Another project that was born with children and four childhood educators as co-creators was carried out in kindergartens of the School Cluster of Vila Verde and ended up involving parents, Parish Council leaders and science teachers in the co-creation group. The problem was the desire to improve the school’s educational pond because children liked to play in the outdoor space and considered it unpleasant. The pond was left just the way the children wanted and began to be used for educational purposes to encourage children to develop scientific processes and investigative skills while having fun and protecting nature.
• Six childhood educators from four different kindergartens, from the School Cluster Terra do Ave, Vila Nova de Famalicão, using a game to identify students’ wellbeing determinants, understood the children needed to have more moments of relaxation to reduce their agitation. The children presented their drawings to adults about what the multisensory room should look like. The Snoezelen room was created and the children evaluated the space in a very positive way.
• A Visual Arts teacher at a primary and secondary school in Guimarães worked with her students of the 12th grade (16-17 years old) to “Build and decorate their car for the allegorical procession of the “Maçãzinhas (Little Apples)” in a creative and ecological way”. The car was co-designed by the students and teacher using recycled materials and won the competition for best car in the “Macãzinhas” procession.

🇫🇷  In France

• One trainee presented a project involving parents in combating head lice in a children’s daycare centre.

🇩🇰  In Denmark

• One trainee made contact with a nearby school to make a project to establish visiting friends between elderly people and the oldest classes at school.
• One trainee established contact with a kindergarten next to the nursing home and had them visit once a fortnight.
• One trainee developed a project to get employees to be more aware of the wishes and needs of people with dementia.