Abstract Background/Aims In 2021, Versus Arthritis launched Young Experts - a project to improve the quality and availability of information for young people aged 11-16 living with rheumatic conditions. The adolescent years are a distinct and formative period in life and a lack of youth accessible information had been identified. Methods Firstly, we completed an audit of current resources, research, and standards. This helped us identify best practice as well as gaps, including a lack of accessible developmentally appropriate resources and resources for families/professionals supporting young people. Secondly, we gathered insight through UK-wide surveys, focus groups and interviews with young people and parents. This helped us prioritise topics (school was selected as the initial priority topic) and identify key messages. Thirdly, we ran an online co-production project with over 30 young people. Creative activities were facilitated by youth workers and content creators over the course of several weeks on school based topics. Each week built on the last - building on themes, checking understanding, and prioritising. As themes emerged the team also engaged with healthcare professionals, health-based youth workers and education staff to explore key areas and professional perspectives. Results A wealth of insight has been gathered on supporting young people living with a rheumatic condition to thrive at school. The initial focus was on support development, but the insight has also had the added benefit of influencing campaigning and awareness raising work. Young people flagged a greater focus on creating films featuring young people and retaining hard copy resources, which fundamentally shaped the new resource development plan. Resources must be in accessible, engaging formats for all young people. Youth feedback led to a greater focus on resources that change their community and society (e.g. actions of school leaders and staff), alongside resources for young people. Prioritisation of messaging to include more content on ‘quality communication’, ‘school engagement’, ‘mental health and wellbeing’ and ‘relationships of trust between school and young people’. Impact on young participants included new friendships, self-management support, and a focus on youth social action to improve things for the next generation of young people. New resources included a series of films co-designed with young people, and school staff resources. Conclusion Engaging young people in shaping information should challenge assumptions on content, key messaging and approaches. To design without the involvement young people could lead to new resources that fail to lever their full potential - in both challenging communities to be more inclusive and/or meeting the needs of young people and their families. With thanks to the young people involved in the project and continuing to support this vital work. Disclosure L. Woolley: None. D. Bovey-Pilkington: None.
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