Gothenburg

Many cities today face the growing challenge of deep social and economic divides, where the effects of child poverty are particularly evident. In certain urban areas, children and young people grow up under conditions marked by limited resources, reduced access to quality leisure activities, and a lack of support structures.

These vulnerable areas often show lower levels of education, income, and employment, which directly impact the well-being of young residents. The consequences are not only felt individually but ripple through communities, reinforcing cycles of exclusion and disadvantage.

Children in these areas frequently experience a lower quality of life, with limited opportunities to participate in meaningful activities that support their development and sense of belonging. The high cost of after-school programs further restricts access for many families, leading to reduced participation and increasing the risk of social isolation.

The situation is compounded by a general mistrust in institutions, making it harder for public services to reach and support those who need it most. Addressing these issues requires long-term, coordinated efforts that bring together schools, public authorities, private partners, and communities to build inclusive, supportive environments where all children can thrive

The project aims to enhance cooperation between schools, public institutions, and private partners. The initiative focuses on strengthening overall well-being by fostering cross-sector collaboration that generates benefits extending beyond individual participants to the wider community.

A key component involves the development of structures and resources that enable youth participation in matters affecting their lives. This not only enhances children’s understanding of democratic processes but also ensures their voices are heard in decision-making contexts.

By aligning with the municipality’s children’s rights plan—anchored in the UN Convention on the Rights of the Child—the project demonstrates a clear commitment to upholding and promoting children’s rights and welfare. The initiative also supports corporate sustainability goals by engaging the private sector in social responsibility efforts.

Collaboration across municipal boundaries and among diverse stakeholders encourages innovation and shared learning. Distributing financial responsibility among multiple actors reduces reliance on any single source of funding, thereby increasing the project’s resilience and long-term viability. This multi-actor approach reinforces a collective commitment to building a more equitable and sustainable urban environment.

The implementation of the “school as an arena” model has led to more effective and coordinated collaboration between various actors within the city.

By utilizing existing commitment among stakeholders, the initiative has generated accessible and relevant activities in socioeconomically challenged areas.

A structured organizational framework has enabled targeted outreach, as demonstrated during the Covid-19 pandemic when it facilitated communication with groups displaying vaccine hesitancy.

The use of schools as neutral, trusted spaces has promoted dialogue, increased trust in public institutions, and encouraged individuals to seek support—positively influencing both children and families.

Data indicates that these activities attract a broader and more diverse participant base than traditional leisure centres, including higher participation rates among girls and youth with disabilities.

This improved gender balance and inclusion is rarely observed in comparable city programs. The integration of cultural school programs within the regular school setting has further expanded access to meaningful leisure activities, fostering a greater sense of social engagement among youth.

Involving young people in local democratic processes and decision-making has cultivated a sense of ownership and responsibility, contributing to observable social improvements. Participation in meaningful activities correlates with increased motivation and improved academic performance.

Additionally, parental support programs have equipped caregivers with tools to assist children in their studies, reinforcing positive home-school dynamics.

Strengthened local networks, including close ties between schools, families, and community organizations, have also contributed to a decline in vandalism and antisocial behaviour. The model demonstrates that targeted, inclusive engagement within familiar environments can generate tangible educational and social outcomes.