The City at Eye Level

Integrated child impact analysis and dialogue Preface

“The city council has determined that a children’s perspective must permeate all of the city’s activities, and that the city must safeguard children’s rights pursuant to the

UN Convention on the Rights of the Child.” 2017 report by the City of Stockholm’s Ombudsman for Children

Regardless of where they live, the residents of Stockholm should have a good and equal foundation for their upbringing. All children and young people must be given the same conditions to realise their full potential, regardless of their age, sex, individual circumstances, or socio-economic, ethnic, and cultural background. By involving children and young people in urban planning at an early stage, we broaden our knowledge of their needs and build a city that better represents all its inhabitants.

In order to increase transparency and mutual understanding of the city planning process, each city planning project must detail how the perspective of children’s rights has been taken into account and the considerations that have been made. Methods and guidelines in support of this have been developed for integrated child impact analyses, child checklists, and dialogue. These methods and guidelines are established in the UN Convention on the Rights of the Child (UNCRC) and have been developed by a working group of representatives from many of the city’s administrations.

By establishing shared methods and integrating them into the planning process, the City of Stockholm has further implemented and clarified the UNCRC in this growing city.

Jan Valeskog Vice Mayor for City Planning Contents

About this document 5

Definitions 7

A children’s perspective on urban development 8

UN Convention on the Rights of the Child and the City of Stockholm 10

A children’s perspective – the city’s duty 12

Section 1: Integrated child impact analysis 15

Method and approach 17

Integrated child impact analysis and the planning process 18

Key questions 20

Child checklist 22

Section 2: Dialogue 25

Method for dialogue and consultation 26

Representation 28

Participation 29

Influence 30

Good examples of dialogue in the city 35

Supporting and governing documents 57

Examples from supporting and governing documents 58

Documents to consider 60

Sources 61 4 IMAGE: YANAN LI About this document

Guidance • The integrated child impact analysis must form the basis for the City of Stockholm’s city planning projects. This is in order to explore and take into account the perspective of children’s rights prior to development. • The child checklist must be used within official statements as a support tool for illustrating how a project has explored and taken into account the best interests of the child.

Purpose The two sections The aim of this guidance is to support the of this document participation of children and young people and the fulfilment of their needs in matters relating Section 1: Integrated to urban development. It stresses the inclusion child impact analysis of the perspective of the child and a children’s The first section of this document perspective in the implementation of new explains the work of the City at Eye projects in the city by way of an integrated Level with regard to child impact child impact analysis and dialogue. analyses. The emphasis is on method development. The result – the integrated child impact analysis – Methodological support is a process that enables the city The document will serve as methodolo- to explore, take into account, and gical support and provide greater know- implement the perspective of the ledge and understanding of the UN child and a children’s perspective Convention on the Rights of the Child, at an early stage in urban develop- hereinafter referred to as the UNCRC, ment projects. as well as offering inspiration and show- casing good examples from the city. Section 2: Dialogue The second section explains the five Users steps that dialogue should follow This guidance should be used by parti- in order to facilitate participation cipants in city planning projects and and influence. The importance of the consultants used to implement the representation is also addressed. integrated child impact analysis. This section contains advice on how to reach the right audience and pro- vide inspiration in the form of good examples of dialogue in the city.

5 6 IMAGE: LENNART JOHANSSON Definitions

A children’s perspective is The perspective of the when adults acknowledge the child reflects a statement child, endeavour to understand from a child. In order to them, and implement measures express the perspective of that they consider to be in the child, the child must the best interests of the child. have been able to give A children’s perspective may their opinion. include the perspective of the child, but this is not obligatory. A children’s rights perspective involves taking into account the rights of children pursuant to the UNCRC in every decision or measure concerning children.

Child any person under the age of 18.

Dialogue can come in different forms. Its purpose is to capture Improvement measures: If a city planning project would have the views of children and an adverse effect on one or more children, it must be stated how young people on future urban the project intends to cater for the child’s or children’s needs. development projects. The best interests of the child refers to an individual child, a group of children, or An Integrated Child Impact Analysis children generally and must be (ICIA) is a tool for visualising the determined on a case-by-case best interests of the child, group basis. The best interests of the of children, or children generally child will be determined by way in relation to a specific measure or of exploration and trials that issue and based on the UNCRC. The take into account the child’s word “integrated” aims to ensure needs and views based on their that the child impact analysis is an age and maturity. ongoing part of the planning work.

7 A children’s perspective on urban development

“Children and young people are entitled to live in safe The City at Eye Level started out as a working group for issues and creative environments designed according to relating to children, young people, and urban development. their needs.” The purpose of the working group is to act as a catalyst and Culture at Eye Level support tool for issues pertaining to urban development in order to elevate the needs of children and young people and to improve their participation in this growing city.

The City at Eye Level is borne out of urban development projects, and that The best interests of the child must be Culture at Eye Level, a programme that work should be structured as proposed explored and taken into account as the aims to enable all children and young by the City at Eye Level working group. city grows. To ensure this, the City of people, regardless of their circumstan- The City at Eye Level working group is Stockholm has developed a method ces and upbringing, to get involved with an umbrella administrative body, which for an integrated child impact analysis. a professional cultural scene and to be means that several of the city’s adminis- A child checklist is attached for use able to express themselves on their own trations are included. in all decisions pertaining to urban terms and together with professional All of the relevant committees and development. The child checklist also adults on the culture scene. corporate boards are responsible for a indicates whether an ICIA should be children’s and young people’s perspec- carried out for the project. The method “The needs of children and young tive with regard to decision-making, is established in the UNCRC and cur- people in relation to the physical planning, and resource allocation in rent research on children and young environments where they live are relation to environments, both indoor people’s development, needs, and taken into account.” and outdoor, where children and young relationships with urban environments. The fourth objective of Culture at Eye Level people live. Furthermore, the City of Stockholm has set itself ambitious goals with regard to The fourth objective of Culture at Eye Budget objectives dialogue. Consequently, five steps have Level means that the best interests of It is important that the children’s rights been developed for participation in and the child must be explored and taken perspective is developed within urban influence on dialogue. into account in the implementation of planning.

8 Guidance

The integrated child impact analysis must form the basis for the City of Stock- holm’s city planning projects in order to explore and take into account the perspective of children’s rights prior to development.

The child checklist must be used when writ- ing official statements as a support tool for illustrating how a project has explored and taken into account the best interests of the child.

NORRA DJURGÅRDSSTADEN IMAGE: LIESELOTTE VAN DER MEIJS 9 UN Convention on the Rights of the Child and the City of Stockholm

The UN Convention on the Rights of the Child (UNCRC) states that children are individuals with their own rights and it aims to give all children, regardless of their background, the right to be treated with respect and to be heard.

The UN Convention on the should be managed and so they have a The starting point for the city’s activi- Rights of the Child responsibility for protection. ties and policies must be that every On 20 November 1989, the UN General In 1990, Sweden was one of the child will have good and equal oppor- Assembly adopted the Convention on first countries in the world to ratify the tunities, regardless of where in the city the Rights of the Child. To date, 196 convention, thus undertaking to follow they are growing up. countries around the world have signed the convention’s rules. The city must be accessible and up and undertaken to comply with the designed in such a way that everyone provisions on children’s human rights. Vision 2040 can enjoy it. Every child has an equal According to the convention, it is The City of Stockholm has a vision, entitlement to a varied life with good the state that is ultimately responsible Vision 2040 – A Stockholm for every- access to play, culture, and sport. for ensuring the realisation of children’s one, adopted by the city council in 2015. Stockholm needs more places where rights. Although the family has primary This vision for the city serves as its children and young people can meet, responsibility for its children, every objective for social, economic, ecologi- especially girls and LGBTQ people. state is required to support families and cal, and democratic development in the Stockholm must be a city where enable them to take care of their chil- coming decades. everyone can grow. The city must give

dren in the best way possible. The mu- In the year 2040, every child in children confidence in the future and nicipality and its publicly elected politi- Stockholm has a good and equal support opportunities for them to realise cians decide, for example, how schools, upbringing. their full potential. All children must preschools, leisure activities, and roads Vision 2040 have the same chances.

10

Programme for children’s rights The programme of the City of Stockholm’s Ombudsman for Children, Program för barnets rättigheter och in- flytande i Stockholms stad 2018–2022, adopted by the city council in 2017, will support the city’s efforts to comply with the UNCRC and put the legislation in place in Sweden.

“In Stockholm all children, regardless of their background and circumstances, are entitled to have their rights respected and the opportunity to shape society and their own lives.”

Program för barnets rättigheter och inflytande i Stockholms stad 2018–2022

The overall focus and priorities of the programme: 1. Decision-makers and employees must take a children’s perspective into account and take account of children’s rights in all their decisions, assign- ments, and day-to-day work. 2. Children’s right to equal treatment and protection against discrimination must be ensured. 3. Children must be given the oppor- tunity to express themselves and have their views respected. 4. Children and adults must know about children’s rights and what they mean in practice. 5. Children must be safe and be protected against physical and mental violence.

STOCKHOLM CITY HALL IMAGE: YANAN LI 11 A children’s perspective – the city’s duty

A children’s perspective concerns not only activities targeted specifically at children such as through schools and social services, but also areas such as social planning, housing, transport, and the environment. It is important to remember that children are not a homogeneous group. What is in the best interests of one child may not necessarily be in the best interests of another.

A children’s perspective and The method is based on six selected What is in the best interests of the perspective of the child articles from the UNCRC and taken one child in a given situation may not A children’s perspective has two distinct together they result in the best interests necessarily be in the best interests of parts: a children’s perspective is about of the child being put first. Working another, and there may be conflicts be- adults acknowledging the child, while with an integrated child impact analysis tween the interests of different children. the perspective of the child reflects the based on these six articles means that Consideration should be given to both child’s own statement (full definitions the city is taking a big step forwards short-term and long-term interests. on page 7). Both parts must be included in complying with the UNCRC in its in efforts relating to the integrated child urban planning. Analysis and documentation impact analysis. Only when the child The analysis and accompanying docu- has expressed their views and these Definition of the target group and mentation must convey the advantages are included in decision-making can possible conflicts of interest and disadvantages of the different choices. the best interests of the child truly be An important issue in the initial stage of Furthermore the decisions in the matter elevated and put first. a new project is whether the measure/ must be taken into account and presented decision concerns an individual child, based on a children’s rights perspective. The work of the City at Eye Level children in general, or a specific group The analysis must also describe any The method of the integrated child impact of children. conflicts of interest between the needs analysis enables the best interests of the It is important to remember that of different children, as well as conflicts child to be explored and taken into ac- children are not a homogeneous group. with the interests of the socio-economy or count at an early stage in urban develop- Just like adults, they have different adults. In cases where the best interests of ment projects. By following the different circumstances and needs, depending on the child have to give way, it is especially steps of the method, the perspective of the sex, age, socioeconomic circumstances, important that the reasons and improve- child and a children’s perspective can be cultural and ethnic background, and ment measures are documented in the incorporated into the project. disability. analysis.

12 Selected articles from the UN Convention on the Rights of the Child:

Article 2: Article 3: Article 6: No child may be discriminated The best interests of the child Every child has the inherent right against on account of their ethnic must serve to guide all decision- to life, survival, and development. or social origin, sex, religion, making and any measures concern- Children must be allowed to de- disability, or other similar reasons. ing children and young people. velop at their own pace and on the basis of their own circumstances.

Article 12: Article 23: Article 31: Children and young people have A child with a disability is Every child is entitled to play, the right to express their views entitled to a full and decent life leisure, culture, and rest. and have them taken into account and to assistance with their parti- in all matters that concern them. cipation in society on equal terms.

Success factors for fulfilling the UNCRC: • Clear support and commitment from the management • Incorporation of the perspective in key governing documents • Training and information • Platform of existing work processes • Economic and human resources • Dialogue and sharing of experiences • Monitoring and evaluation

Source: The Ombudsman for Children in Sweden www.barnombudsmannen.se

13 14 Section 1: Integrated child impact analysis (ICIA)

15 When referring to a proposal(s) in connection with the integrated child impact analysis, this refers to a proposal(s) for statements of intent, structural plans, detailed development plans, or consultations.

16 IMAGE: JÖRGEN WIKLUND / SCANDINAV The final document

Method The four different steps in the child impact analysis comprise and approach the final document.

Step 1 In order to map the children’s perspective and the per- Early dialogue and inventory spective of the child in a new urban development project, The final document must report how the dialogue and inventory took place, it is vital that these form part of the planning process as well as how the dialogue material, from the outset. The right questions must be asked at the surveys, and any other material were 1 right stage in order for these considerations to form a na- created. This section also includes a description of how the area is currently tural part of the preparation of proposals. For this reason, being used and what must be preserved the City of Stockholm works with child impact analyses and developed. to ensure that both perspectives have a real influence on and appear in the final proposal. Step 2 Preparation of proposals When should an integrated child Approach At this step the different proposals impact analysis be conducted? An integrated child impact analysis (where relevant) are reported on, 2 The city uses an integrated child impact consists of four steps. At the start of including how a children’s rights analysis in its city planning projects. each project, the structure of the four perspective has been taken into The UNCRC applies to all children, and steps must be discussed and linked to account. this is apparent in areas where children’s the schedule. interests must be taken into account, such Early dialogue and inventory Step 3 as housing, health, and the future. Preparation of proposals Impact analysis of All plans must consider how children Impact analysis of the final proposal the final proposal 3 will be affected by an urban development Feedback This step consists of an impact project or measure. This takes place in analysis of the final proposal. an initial memorandum using the child Different issues must be highlighted at checklist. After the initial considerations, each step. There are three main groups the method is adapted so as to elevate the of issues: the environment and health; Step 4 children’s rights perspective in the indi- housing and day-to-day life; and safety Feedback Each project must have a clear vidual project in the best possible way. and accessibility. 4 plan for feedback. If the assessment is that children are not See also “Key questions” on page 20. affected, the reasoning for this must be documented. If the project or measures These issues will also form part of the On the next page, each step will be explained are considered to have an adverse effect foundation for the consultancy order to in more detail, and the link between the inte- on one or more children, a report must be ensure that the city’s child impact ana- grated child impact analysis and the planning process will be clarified. The latter serves as the presented stating how the project intends lysis has the same focus and coverage city’s approach for testing whether a new urban to cater for the child’s or children’s needs. in all city planning projects. development project is suitable. 17 Integrated child impact analysis and the planning process

Early dialogue and inventory 1 Preparation of proposals 2

Early dialogue with children and young people is an essential part of The documentation compiled in step one forms the efforts to capture the perspective of the child. Dialogue must have broad basis for the preparation of the proposal for how the representation, be clear about the desired type of participation in the area should be developed, together with research project, and outline the scope for potential impact. In addition, the time concerning things like the environment and health in aspect needs to be explained clearly, as several of the city’s development relation to children and young people. The city’s own projects take place over several decades and many of the children affected relevant documents are incorporated at this stage. at the start will not see the projects’ conclusion during their childhood. The preparation of proposals is analysed on the basis of: Dialogue is conducted with children and young people (the perspective The proposal: What does the proposal look like and of the child) as well as with educators, parents, guardians, and other how does it affect the existing structure? What will be adults who play a role in the children’s education, activities, and leisure added and what will be removed? (a children’s perspective). Here the city district administrations serve as a Impact of the proposal: How will the proposal affect key source of knowledge. They are in regular dialogue with their residents the children’s environment, both positively and and may have relevant information that can be incorporated or used as a negatively? starting point. Measures: What measures are proposed – can they The city’s work with area planning facilitates an overall geographic be implemented? picture in which key data and studies are incorporated into urban planning at an early stage. The inventory should therefore be established in area Revised proposal: The new proposal is presented and planning so as to identify what the inventory can be supplemented with. analysed based on the above issues. The proposal must It is important that the inventory material is then incorporated into area demonstrate how the selected questions from page planning in order to create an effective basis for future planning. 20 have been addressed in the proposal. Parts of the results of the early dialogue and inventory are then presented as maps and in text. This material lays an early foundation for In larger projects, the analysis may be repeated in the preparation of the proposal and must be collected before the kick-off connection with major revisions of the proposals. meeting with the architectural offices. This is something that is determined on a project- by-project basis. Dialogue can be conducted in various ways. Methods are described in the chapters “Method for dialogue and consultation” and “Good See also “Key questions” on page 20 and examples of dialogue in the city” on pages 26 and 35. “Documents to consider” on page 56.

The planning process Initial memorandum Statement of intent/detailed development plan tests whether a land use In an initial memorandum, the City Planning In order to facilitate a discussion regarding the focus of detailed development plan efforts before any crucial proposal is appropriate. Administration proposes that the City Planning commitments are made, work sometimes begins with a Public and individual Committee decide to commence the planning process. The memorandum describes the project statement of intent stating the basis and objectives of the interests must be weighed and the key areas of the plan. The developer’s work rather than detailed solutions. Statements of intent against each other in the first sketches will accompany this. may also be made for larger areas when these are needed process. to place a detailed development plan in a wider context.

18 Integrated child impact analysis and the planning process

Impact analysis 3 Feedback 4 of the final proposal Each project must have a clear feedback plan for At the end of the process, the final impact analysis the provision of clear feedback after steps 1 and 3. will be conducted, which will examine the final Feedback is a response that conveys the outcome proposal from a children’s rights perspective. What of dialogue to those who took part – this includes will the impact be, both positive and negative? the ideas that could be pursued and those that Have the questions and inputs raised at steps 1 and did not work and reasons why, as well as details 2 been taken into account? How was the end result about what will happen next. affected by this? Since the city’s processes are long, feedback Three groups of key questions: should be given after step one (dialogue and ●● Environment and health inventory) is complete and compiled, and at step ●● Housing and day-to-day life three (the final proposal). Feedback should be ●● Safety and accessibility adapted according to age and maturity, and it should be honest and specific. Should the city choose to proceed with parts that The types of activities targeted at children and have marked consequences for children and young young people that have been implemented and people, improvement measures must be reported. the type of participation these have involved must also be reported. Feedback is vital for the development of You can read about improvement measures on page 7. democracy and the visibility of children in the city. Examples of questions to be asked for each group can be found under “Key questions” on page 20. You can read about representation, participation, and influence on pages 28 to 30.

The final document 1 2 Position of the City Planning Committee Planning work involves the balancing of various interests. 3 This is ultimately conducted by the City Planning 4 Committee. Any comments received are presented together with the considerations of the City Planning Administration in official statements to the committee deciding the focus of the work going forwards.

19 Key questions

Stockholm is a city of equality, in which there must be good access to sport, culture, and recreation. Urban planning must provide the conditions necessary for a good upbringing, regardless of where one lives in the city – conditions that give all children and young people the same opportunities to realise their full potential regardless of their age; sex; socio-economic, ethnic, and cultural background; or individual circumstances.

Exploring and discovering the city is Initial contacts essential to a child’s development. Safe As part of the inventory (step 1 in environments must be created in order the integrated child impact analysis), to facilitate this. The urban environ- the needs of the various administrations ment must support opportunities for must be reconciled early on and estab- Studies show that children the safe exploration of the city, to get lished in the area plan. are much more sensitive than adults to and from school and meeting places, with regard to noise, airborne particles, The city district administrations are sunlight, and soil contamination, to socialise with friends, to take part in for instance. activities, and to get around the whole responsible for things like parks, play areas, and the needs of preschools. Guidance – schools’ and preschools’ outdoor city on foot or by bike. environment (Environment and Health In order for an urban development The Schools and Education Administration) project to meet the above criteria, cer- Administration is responsible for tain issues should be addressed in the the needs of schools. project. These issues have been divided into three main groups. On the next The Cultural Committee is respon- page you will find examples of ques- sible for culture and cultural venues.

tions that can be asked at the various The Sports and Recreation Admini- steps of the integrated child impact stration is responsible for sports analysis. The questions are based on the facilities, swimming pools, sports city’s own documents and guidelines. grounds, and sports halls. The questions must also form part of Page 60 lists some documents to consider, the order sent to the consultants carrying while pages 58 and 59 contain examples of out the integrated child impact analysis. accompanying guidelines.

20 The exact questions to be asked are deter- Three main groups mined on a project-by-project basis. It is essential that these questions cover the following three groups and that they are – sample questions evident throughout the process.

Environment Housing and day-to-day life Safety and and health accessibility Questions regarding access to housing, social Questions relating to health services, activities, and spaces for all children, Questions about streets, tran- and the environment, inclu- regardless of their sex, age, socioeconomic sport, and communications ding noise, air quality, sun- background, ethnicity, disability, and so on light, and soil contami- Sample questions: nation Sample questions: ●● What is the range of housing like in the area? ●● Where are the most obvious Sample questions: Are there different types of buildings in the area? spaces for children located in relation to roads and ●● How are preschools and ●● Is there good access to preschools and schools? communications? schools located to ensure the best possible conditions in terms ●● Is there good access to sports facilities, ●● How are the most obvious spaces of noise, light, and air quality? swimming pools, sports grounds, and sports halls, for children located and designed in regardless of individual circumstances? relation to accessibility? ●● How are play areas and other venues for children ●● Is there good access to green spaces, parks, ●● Are there safe routes to and located to ensure the best facilities for spontaneous sport, and play areas, from school within a 300-metre possible conditions in terms of regardless of individual circumstances? radius of the school? noise, light, and air quality? ●● Is there good access to culture produced ●● Are there pedestrian areas or ●● Are the environments where for, with, or by children and young people? car-free zones next to the school? children live and spend time Are there places for children and young people non-toxic? to experience art and culture, to explore their ●● Are there safe routes to and from own creativity, and to engage in free play, children’s meeting places along ●● Are outdoor spaces at regardless of individual circumstances? primary and secondary streets? schools and preschools designed such that they ●● Are the venues and activities for children ●● How are public transport stops promote a healthy lifestyle? multifunctional, offering varied content that based on the movement patterns promotes equality and creativity, regardless of children? ●● Are playgrounds and other of individual circumstances? venues for children designed ●● How can children’s meeting such that they promote a ●● Is the physical environment designed such that places be designed such that they healthy lifestyle? it reduces the risk of indignities and harassment? are visible and locatable?

21 Child checklist

The child checklist is initially used to assess the project’s potential impact on children and young people. It also provides an indication of how comprehensive the integrated child impact analysis will be. This position must be reported in the initial memorandum. In addition, the child checklist serves to support the writing of official statements. It provides support in respect of how the findings of the integrated child impact analysis are to be reported. By answering these questions, the project reports how the articles from the UNCRC cited in this document have been addressed.

Questions:

1. Which children in the plan area and its vicinity are affected by this decision? 2. How has the equal value of all children been taken into account, and how has it been ensured that no child has been discriminated against? 3. How have children’s rights to good health and development been taken into account? 4. How have children’s rights to education, leisure, play, and culture been taken into account? 5. How have the children who are affected by this decision been given the opportunity to express their opinion? 6. What improvement measures will be implemented in the plan area?

22 TENSTA PARKOUR IMAGE: STEFAN EK TENSTA PARKOUR IMAGE: STEFAN EK 23 24 Section 2: Dialogue

25 so that it reaches and appeals to them. Dialogues with young people must pri- Method for marily take place in their arenas by way of well-developed pedagogical methods. Feedback must be ongoing, honest, and specific. dialogue and Joint method The City of Stockholm has developed consultation five steps that must be followed in order to provide a joint platform for the city’s dialogue with children and young people. The express objective of the City of Stockholm is to reach children and young people by way of dialogue to capture Knowledge their perspectives on how the city should be developed. A basic understanding of the topic is Efforts should be targeted in order to reach groups that are necessary in order to discuss it, so the often underrepresented in dialogue work. Dialogue efforts city’s dialogue efforts should start with a knowledge element. It is important can form part of an integrated child impact analysis or to explain why the dialogue/workshop/ be independent, such as by way of a children’s and young consultation is taking place. What is, for people’s consultation. Through dialogue, the city can example, an overview plan, a statement develop together with future generations. of intent, or the sports policy objectives? What rights do children have, and what Children and young people have provide different types of information. bearing does the UNCRC have when it the right to express their views They also give participants a genuine comes to their being heard and having an and have them taken into account opportunity to immerse themselves in influence? And what obligations do we in all matters that concern them. the task, think about their own role in adults have? When taking their views into relation to the space or neighbourhood, account, the child’s age and and thus gain a better understanding of Dialogue maturity must be considered. the process. Dialogue can be conducted in a variety of ways, such as through workshops, Article 12 of the UN Convention on Building long-term relationships the Rights of the Child. and trust between the city and its young children’s tours (where children talk about people is a vital part of the city’s efforts their area), safety walks, and short films. Time and location for meetings to ensure young people’s increased par- You can read more about representation on page 28 for inspiration on how to reach different There are several ways to involve child- ticipation and influence. The city needs target groups. ren and young people in the democratic platforms for meetings that facilitate the processes of the city. Recurring efforts ongoing exchange of knowledge and Feedback over a longer period of time enable ideas. Children and young people must Early feedback is essential as this participants to express themselves in a be treated with the same respect as other strengthens confidence in political variety of ways, such as by way of pic- residents. They must be invited to all processes. Checking notes as soon as tures, photos, discussions, maps, walks, types of fora for dialogue and discus- possible after the end of a dialogue and films. Different means of expression sion, and information must be adapted session gives officials and the children

26 Five steps for participation and influence

Knowledge A basic understanding of the topic is necessary in order to discuss it, so the city’s dialogue efforts should start with a knowledge element.

Dialogue Dialogue can be conducted in a variety of ways, such as through workshops, children’s tours (where children talk about their area), and short films.

Feedback Early feedback is essential as this strengthens confidence in political processes.

Influence It is important to be clear about the type of influence that is possible in the project.

Evaluation and analysis It is important that what comes up through dialogue can have an impact, IMAGE: LARS EPSTEIN and so an evaluation of how the views of children and young people have affected the end result should be carried out. and young people who took part the Evaluation and analysis opportunity to ensure that the right It is important that what comes up information is being passed on in the through dialogue can have an impact, relevant projects. When a project is and so an evaluation of how the views Dialogue – five basic complete, final feedback should be pro- of children and young people have principles that must be vided (see more under “Evaluation and affected the end result should be fulfilled, regardless of age: Analysis”). A separate feedback plan carried out. Which views have been should be developed for each project. acted upon? What was the outcome? That it is real and what is said can have an impact. Which views have not been acted upon Influence That the process is politically and why? The evaluation and analysis anchored. It is important to be clear about the type are thus an important step in the final That the process is inclusive and of influence that is possible in the pro- feedback. representative. ject. This is not only in order to set the You can read more in the chapter “Good That the project group reaches out right level for expectations, but also so examples of dialogue in the city” on page 35, which presents some of the city’s approaches in its work. as to gather views that may result in a to dialogue and evaluation. That feedback is clear, real influence. straightforward, and honest. You can read more about influence on page 30.

27 Representation Get in touch with the target audience Here is a list of administrations and offices that can help to point you in the right direction establishing contact with your target audience:

The city district administrations have The city’s admini- Remember to be contact with the city’s preschools, public strations have a wealth patient where schools preschools, recreation centres, play parks, of experience in dialogue, are concerned as time- youth workers, field assistants, and youth representation, participation, tables are planned far councils. and influence. Many employees in advance. have worked in the same geo- The Schools and Education Administra- graphical area for a long time tion can provide contacts at schools and and will have built up broad special schools. networks of their own. The Sports and Recreation Administration has contact with sports associations. The Labour Market Administration opens doors for young people and people who have recently arrived in Sweden and acts Just like adults, children have different backgrounds, as a springboard to a career. circumstances, and interests. To ensure that a project Youth recreation centres often have good involves as many of the city’s children and young people networks of contacts for reaching out to young people in their areas. as possible, representation is an important consideration. Fritid för alla has a network of children and The dialogue in the integrated child impact analysis must young people with disabilities. have a demographic spread and a clear foundation in the Stockholm’s libraries and their sections for geography of the project. children and young people have experi- ence in and networks for discussions with Schools and preschools tend to be Although class councils and youth children and young people. obvious places for dialogue with child- councils also offer good inroads for The Kulturskolan learning centre has con- ren and young people and for discussing dialogue at schools, it is important to tact with children and young people aged from 6 to 22. The resource centre is a sec- events planned for the city. Studies sug- bear in mind that the composition is tion aimed at children and young people gest that it is in schools and preschools rarely representative because pupils with disabilities and special needs. that we find the greatest spread of participating in these fora often have a Unga berättar is an activity that takes as children with different socio-economic stronger political volition than most of its starting point the creativity of children circumstances, ethnic backgrounds, their classmates. Consequently, it may and young people through their own story- and disabilities, which is important for be appropriate to find different ways of telling. ensuring that efforts are grounded in reaching different target groups. Stockholm House of Culture & City Theatre equality and elevate as many different has several venues for children and young perspectives as possible. people, including Rum för Barn (Children’s Library), TioTretton (Children’s Library 10–13 years), and the Lava Library and workshop. 28 Participation

It is important that The child’s right to express their views on all matters that information be accessible, concern them is one of the most important messages in the regardless of age, language UNCRC. This clarifies the role of the child as a subject with ability, or other conditions. their own opinion that must be respected. Experience shows that when children and young people participate in various decision-making processes, the result is a broader and better basis for making decisions.

“State Parties shall assure the child Participating and having an influence way, participation gives them important who is capable of forming his or her are of great importance to self-esteem. life skills. own views the right to express those They also gives a sense of being taken In a research overview, the Public views freely in all matters affecting seriously and of being respected, which Health Agency of Sweden has high- the child, the views of the child are especially important in childhood lighted the issue of increased influence being given due weight in accor- and adolescence. for children in matters that concern dance with the age and maturity This in turn gives the city valuable them. Positive effects from increased of the child. For this purpose, the knowledge of the younger population influence were identified in all the age child shall in particular be provided and its needs. groups studied. Children and young the opportunity to be heard in any people who feel that their opinions judicial and administrative pro- Important life skills and thoughts are not as worthy can feel ceedings affecting the child, either Children and young people who parti- excluded, which can lead to a lack of directly or through a representative cipate in democratic work models with trust in the system. or an appropriate body, in a manner a clear involvement develop important If we are to maintain our democratic consistent with the procedural rules life skills such as sensitivity to others’ system, it is imperative that all residents, of national law.” arguments and the ability to gather regardless of their age, are given the Article 12 – one of the fundamental principles of facts. Clear, straightforward, and opportunity to participate. the UN Convention on the Rights of the Child. honest exchanges between the city and Source: If we could decide – Sweden’s Music its young inhabitants establish confi- and Culture Schools and the National Council dence in democratic society. In this of Swedish Youth Organisations (LSU).

29 Image: Shier’s pathways to participation applied to the “Listen to us!” project Better support when children and young people participate, Functional rights.

Influence would rather do something else. Research shows that this simply is not true. On the contrary, many children express a desire to have more of a say in things.

Level 2: Children are supported in expressing their views Influence means there is a real opportunity to have an There are many reasons why children do influence. Children have rights just like adults, and so a not express their views. They may be shy or children’s rights perspective must form the basis for the have had bad experiences, or there may be too little time. In order for children to be city’s efforts. Children and young people must be given the able to express themselves openly, adults opportunity to participate in various fora for dialogue and must support the children in saying what discussion based on their circumstances. In order to deve- they think. It is important to meet children and young people on their own terms. Their lop attractive, sustainable, and democratic cities, the skills, maturity, language skills, and other circum- ideas, and experience of children and young people must stances must also be taken into account. In be used in an active and structured way. order to help children express themselves, pedagogical aids can be used.

Building the city with its inhabitants Shier’s pathways to participation Level 3: Children’s opinions and regardless of their age increases mutual – a support tool views are taken into account understanding. Involving children and Participation can be measured and deve- At level three, adults weigh in on what the young people in decisions that concern loped. Shier’s pathways to participation child says in the decision. Although it is not a given that you will decide in favour of the them leads to a broader and better basis can support these efforts. It is important child’s wishes, since the adult is responsible for making decisions and to the city that you first decide on the level of for making the decision, it is important that reflecting a larger proportion of its inha- participation that works or is desirable, the child gets to know why a certain deci- bitants. The City of Stockholm has great both according to the model and based sion was made. ambitions with regard to the influence on the conditions of the project. The of its inhabitants. Shier’s pathways to reasoning behind the choice of level and Level 4: Children are involved in decision- participation have been used as part of how you have worked with this in the making processes from the outset Adults invite children to participate actively efforts to measure and develop the parti- project must be reported in the integra- in decision-making and not just on an advi- cipation of children. However, the city’s ted child impact analysis. Shier’s path- sory basis. Here, children and adults meet various administrations and enterprises ways to participation are split into five from the outset to plan and make decisions have different prerequisites for reaching levels and offer guidance on how the together. the different levels of the model. city can comply with the UNCRC: It is also important not to neglect adult Level 5: Children share the power and responsibility – adults must take respon- Level 1: Children are listened to responsibility for decision-making At level four, the child participates in the sibility as city planners and plan the city The first level means that children have the whole process but may have limited power based on a children’s perspective. opportunity to express themselves and that the responsible adults listen to them. There to influence the decisions. At level 5, how- is a notion that children are not interested ever, power and responsibility are shared in participating in decision-making and equally and completely.

30 Shier’s pathways to participation

Openings Opportunities Obligations Level 5 Children share Opening, level 5: Opportunity, level 5: Obligation, level 5: As an adult, am I prepared Is there a procedure that Is there a policy requirement the power and to share influence and allows children and adults that stipulates that children responsibility for responsibility with children? to share influence and and adults must share decision-making. responsibility in relation to influence and responsibility the decision? in relation to the decision?

Level 4 Opening, level 4: Opportunity, level 4: Obligation, level 4: Children are Am I prepared to let children Is there a procedure Is it a policy requirement involved in participate in my decision- that allows children to that children must be decision-making making processes? participate in decision- involved in decision-making processes. making processes? processes?

Level 3 Children’s opinions Opening, level 3: Opportunity, level 3: Obligation, level 3: and views are taken Am I prepared to take Does the decision-making Is it a policy requirement into account. children’s opinions and process enable children’s that children’s opinions and views into account? opinions and views to be views must be weighed in taken into account? decision-making?

Level 2 Children are Opening, level 2: Opportunity, level 2: Obligation, level 2: Am I prepared to support Do I have access to different Is it a policy requirement supported in children in expressing their activities and methods that children are supported expressing their opinions and views? that support children in in expressing their opinions opinions and views. expressing their opinions and views? and views?

Level 1 Children are Opening, level 1: Opportunity, level 1: Obligation, level 1: listened to. Am I prepared to listen to Do I work in a way that Is it a policy requirement Start children? allows children to be that children must be here! listened to? listened to?

31 32 LIGHTING EVENT AT TRANEBERG BRIDGE, 2013 IMAGE: LENNART JOHANSSON 33 34 Good examples of dialogue in the city

35 36 IMAGE: PÄR OLSSON This is where we play! Online survey

For some time, the City of Stockholm has seen a need for a better understanding of how the city is perceived by children and young people. Where are they? What barriers are there? In developing the Project: This is where we play! city, it is important to ensure that venues are optimally designed and Period: Commenced autumn 2015 (ongoing) accessible. The online survey “This is where we play!” is a first step Location: Online survey covering the entire city towards identifying and communicating children’s and young Project manager: City Planning Administration Contact: Lisa Klingwall people’s perspectives on the city. Purpose: To map how preschools and schools use the city’s parks, playgrounds, and green Many children and young people are The results can also indicate that spaces in order to increase our understanding growing up in the city. It is here that there are places that are engaging and of how the city is used by children, young they will explore their neighbourhoods, that are of importance to many people. people, and educators. This becomes an broaden their horizons, and must feel When making changes to such places, invaluable knowledge base for how the safe. The ability to move freely over there must be a clear dialogue about city should grow in places where there are children. uneven surfaces, to conquer height dif- how the site should evolve. In some Age group: Preschool-age children – F-9 – ferences, and to discover new areas is cases, co-creation may be relevant. and the city’s educators, teachers, parents, fundamental to the development of both and guardians. fine and gross motor skills. A first step Budget: SEK 60,000 for the survey For many children and young people, The This is where we play! online Duration: Consultation time and 20 hours this takes place in the city’s parks and survey is a first step in involving by officials. green spaces. The opportunity to conquer children and young people in urban Outcomes and lessons learnt: An initial compilation of statistics shows that most things like the challenges of the skate development. It is also part of visitors walk between 5 and 15 minutes to park, sitting high up on the big stone, or improving dialogue with children reach the location they selected. People visit jumping from the bottom branch of the and young people and improving the location several times a week and are climbing tree is a much bigger issue that our understanding of how the city is satisfied or very satisfied with it. There is a what we may initially think. growing. In addition, it is an invaluable huge need for toilets and running water. The purpose of the This is where we knowledge base for how the city should Most respondents are municipal preschools play! online survey is to identify and grow when it comes to playgrounds, and schools with their own outdoor space. communicate the perspectives of chil- green areas, outdoor spaces at schools dren and young people in our growing and preschools, and all other places city, and to ensure that their needs can where there are children. be catered for in the long run.

37 Children’s Library – where children can decide for themselves

IMAGE: CITY OF STOCKHOLM

Project: Children’s Library – where children can decide for themselves As part of the City Library Renovation project, a project was conducted Period: November 2014 to March 2015 between November 2014 and March 2015 to gather knowledge of Location: Stockholm City Library Project manager: Lovisa Furendal Berndt children’s thoughts and ideas on how a new children’s library should Contact: Karin Axelsson, Cultural Committee be designed. A children’s culture designer was linked to the project to Purpose: This project aimed to raise the enable the children to be part of the process in a playful way by creating profile of children’s thoughts and ideas new environments and contexts based on their needs and perspectives. regarding the best design of a new children’s library to meet their needs. The method used is called the playshop, colourful, natural, at children’s level, Age group: 0–12 which is a playful form of workshop. and with more hideaways. Budget: SEK 193,000 Duration: The project period ran from It aims to communicate with children Activities: Various forms of creativity November 2014 to March 2015. in a playful way so as to understand for, by, and with children. Writing and Outcomes and lessons learnt: Through their needs and wishes. drawing stories, playing, meet-the- ten playshops and encounters with 80 author sessions, reading, relaxing, hang- children, the project presented the children’s Playshops ing out with friends, studying, snacks, perspective on what a future children’s Ten playshops were conducted and their and watching factual programmes. library could be like. It became clear that content was adapted to the different the children wanted to participate and have an influence – they wanted to be able to age groups. Participating children were The dialogue continues design and redesign the space. Working with aged between 0 and 12 and came from The material from the project has since a children’s culture designer in terms of both Kungsholmen, Skarpnäck, Spånga/ formed the basis for a series of outline methodology and analysis proved to work Tensta, and Hässelby/Vällingby. ideas that the architects have developed. very well. The playshops and encounters with Going forwards, the material produced 80 children developed a children’s will be used to ensure that the children’s perspective on what a future children’s perspective is taken into account and library could be like. that the dialogue with them continues during the rest of the development Popular wishes among the children were: process. Atmosphere/feeling: cosy, calm, bright,

38 Spårvägsparken – rejuvenation of a play- ground in Fredhäll through dialogue at an early stage

IMAGE: CITY OF STOCKHOLM

Project: Spårvägsparken – rejuvenation of a playground in Fredhäll The rejuvenation of Spårvägsparken is needed in order to provide Period: April and September 2015 accessible, safe, exciting, and sustainable areas for play in Fredhäll and Location: Spårvägsparken, Fredhäll, Kungsholmen Marieberg. The proposal is to create a playground for children aged 0 to Project manager: Kungsholmen City District 12. To gain knowledge about how the park has been used and what needs Administration and the Traffic Committee there are, dialogue sessions with the public took place at an early stage. Contact: My Peensalu Special methods were used to reach out to children. Purpose: Spårvägsparken is in need of renovation after two preschool huts were During a special dialogue session in Twenty people took part, five of whom removed from the park, as well as improved the park, children and adults could were children. and increased opportunities for play. Age group: All park visitors, with a particular comment verbally or by way of a sur- All the comments and ideas pre- focus on children aged 0 to 12. vey. Children could also participate by sented were recorded. These have been Budget: Materials and refreshments, approx. hanging up different coloured bands. summarised and categorised in a report SEK 6,000. Each band represented a different topic to give an idea of dissemination, priori- Duration: Dialogue sessions 1 and 2 took or activity for the future park. ties, and engagement. The outcome of about three hours each, plus time for the dialogue serves as a basis for future preparation, compiling data, communication, Popular dialogue day development proposals for the park and etc. Around six people were involved. Outcomes and lessons learnt: Dialogue need Around 120 people visited the early- for the prioritisation of measures. not cost a lot, but it does require resources stage dialogue event, and 80 completed in the form of staff. Specific and defined surveys were received, approximately Provisional measures while waiting projects with relatively short implementation half of which were from children and for permanent renovation periods encourage engagement among young people. There were also many Based on the views that were received, residents and professionals in the area. responses from parents and other adults some provisional playground equip- By using simple means to improve play who visited the park with children. ment was installed in the park in 2015 opportunities while waiting for permanent renovation, visitors to the playground could Comments could also be submitted via to improve opportunities for play while quickly see the results of the dialogue. e-mail throughout the dialogue period. waiting for the park’s permanent recon- Different methods of dialogue made it easier Once the equipment proposal had been struction. The newly equipped park is for various groups and types of people to developed, the public was invited to due to open in 2017. comment in the way that suited them best. a second dialogue session in the park. 39 40 CONSTRUCTION OF THE STOCKHOLM CITY LINE, RIDDARFJÄRDEN IMAGE: JANY PLEVNIK Stockholm City Line Children and young people document construction

Stockholm City Museum was tasked with involving children and young people in formulating and presenting their experiences in the vicinity of the construction of the Stockholm City Line. Under the instruction of the museum and the guidance of its educators, children described the chan- ges around them, ranging from minor changes to major regeneration.

Stockholm Central Station was opened document the construction of the Stock- Project: Children and young people document in 1871. Thanks to innovative engine- holm City Line is in line with Culture at the construction of the Stockholm City Line ering, the southern and northern branch Eye Level, the city’s strategic plan for Period: 2009–2014 lines had been brought together. At this culture for children and young people, Location: The area around the route of the time, there were ten trains a day. In and the UNCRC, which emphasises the Stockholm City Line, a six-kilometre-long 2012, there were 550 commuter trains right of children to express their views tunnel under Stockholm. The study also and long-distance trains per day, still and experiences. includes Stockholm Central Station, T-central using the same two tracks. The Swedish Traffic Committee metro interchange, and Karlberg station. Stockholm City Line is being built to took the initiative to document the Project manager: Stockholm City Museum give commuter trains their own route and transformation. It wanted children and Contact: Anna Ulfstrand and Piamaria Hallberg tracks through the city. A six-kilometre- young people to describe the work from Purpose: To collect historical source material long tunnel is being built between the their perspective. Representatives of the and to arouse interest in the urban spaces south of Stockholm and Tomteboda. Swedish Traffic Committee/Stockholm where children live and spend time on a This will result in double the capacity for City Line project, SL, and the Land day-to-day basis. Part of the assignment both long-distance and commuter trains, Development Committee contacted involved trying out methods for encouraging which is important for the whole country. Stockholm City Museum and a working children to become active participants in a This has involved a lot of blasting work. group was established in 2009. documentation project. Huge quantities of blasted rock have 700 children actively participated Age group: 2–20 been transported out of the city, trees in documenting their experiences. The Budget: SEK 1,350,000 financed by the have been felled, and some areas have outcome is material that documents Swedish Traffic Committee Duration: Five years of half-time work for one been out of bounds. Construction started changes in Stockholm between 2010 ethnologist and other project members. in January 2009 and, according to the and 2017, consisting of drawings, Outcomes and lessons learnt: A long duration Swedish Traffic Committee, services photos, models, films, narrative de- was a basic requirement. It was important to will start in 2017. scriptions, exhibitions, interviews, and find educators who saw the potential of the recorded walks around the city. The co-operation, who rooted project work in a Documenting changes in material will be presented publicly in a variety of school subjects, and who planned Stockholm over time variety of ways before being archived at in accordance with the curriculum. Another Work on the Stockholm City Line has Stockholm City Museum. Experiences lesson has been that children notice details had an impact on the people of Stock- from methodology trials may be used in that adults miss. The collection of material holm, adults and children alike. The future projects. has become a children’s perspective on the project Children and young people city’s cultural heritage.

41 42 IMAGE: STEFAN KÄLLSTIGEN Schoolyard development - with children and young people

The outdoor space of a school is important in children and young people’s immediate surroundings, especially in a city that is becoming increasingly densified. The space is used for play and movement, imagination and exploration, outdoor learning that creates a link between movement IMAGE: STEFAN KÄLLSTIGEN and learning, and activities that promote socialising, and as a space to unwind. An inventory of all of the city’s municipal schools’ outdoor Project: Development of outdoor spaces at spaces identified a marked need to develop and improve these spaces. schools – with children and young people The Schools and Education Administration has therefore embarked on a Period: 2015 – not yet complete A pilot project where those who are experts in their immediate surroundings – project involving five schools that started in children and young people – play an important part in the design. 2015. The project was subsequently expanded to cover between five and seven outdoor Since 2015, the Schools and Education once the contractors have been selected, spaces at schools each year. Administration has had an ongoing the pupil group meets to discuss the Location: Municipal schools in the City of project aimed at developing the outdoor upcoming construction project. When Stockholm spaces of the city’s schools. Between school starts after the summer holidays, Project manager: Schools and Education Administration five and seven outdoor spaces are de- the school’s outdoor space will be com- Contact: Malin Jönsson and Anni Arnefjord veloped each year, and pupils at each plete and a feedback meeting is held Purpose: The project aims to improve the school get involved in the process by with the pupils to discuss the final result. environment of schools’ outdoor spaces and putting their mark on the design. Parallel to the pupil group’s meet- give pupils a key role in their design. Within the project, we are work- ings, the adult group (where the buck Age group: Pupils at primary and upper ing continually to develop methods for stops in the project) also meets. Its role secondary schools. pupil participation and influence. We is to say if something seems dangerous Budget: Approximately SEK 3,800,000 per want to explain where we are in the or does not work from an operational school for design and implementation. process of involving children and young point of view. The adult group must Duration: Each project lasts for one year. people in the planning of their outdoor always give reasons for why it is saying Outcomes and lessons learnt: Projects involving outdoor environments open up environment. no to something. valuable opportunities to involve children Feedback is an important part of and young people in the work. Children and Pupil participation working with children and young peo- young people have extensive knowledge of Each school that is participating in the ple. Many children and young people their immediate surroundings. Furthermore, project is responsible for appointing can accept why it is not possible to schools’ outdoor spaces are used not only a pupil group to work with the deve- bring every idea to fruition, but not during school hours but are also important lopment of the school’s outdoor space. telling them why undermines the value environments for children and young people During the autumn, the pupil group, of their views. By involving pupils in even in the evenings and at weekends. together with a landscape architect, efforts relating to their school’s outdoor works on the design of the space. We space, it is hoped that they will feel carry out walking tours and workshops pride in their immediate surroundings and review the proposals. In the spring, and be willing to look after it. 43 Alvik Integrated child impact analysis

The budget for 2015 indicated that the City Planning Administration together with the Land Development Committee should find ways to trial child impact analyses at an early stage, prior to development. For a while the city has identified a need to implement child impact analyses that have a real impact on consultation proposals. A method of inte- grated child impact analysis that elevates a children’s perspective Project: Integrated child impact analysis in at an early stage of urban planning has been trialled in Alvik. urban development projects Traditional child impact analyses are preparation of the consultation proposal, Period: Spring 2015 (ongoing) Location: Alvik usually conducted according to a pre- the landscape architect’s office and the Project manager: City Planning Administration established proposal with a pre-established children’s environmental researcher are Contact: Lisa Klingwall structure, meaning that the degree of included in the working group, which Purpose: To highlight the perspective of the influence is low. By mapping how the enables the various proposals to be di- child and a children’s perspective at an early area is currently used by children, young scussed according to a children’s rights stage in urban planning. people, and educators at an early stage in perspective. Age group: 1–22 the process, the information can be incor- • Impact analysis of the final proposal: Budget: SEK 250,000 porated directly into the planning process. Once the consultation proposal is com- Duration: Two teams of consultants were In addition to a landscape architect’s plete, it will be analysed from a children’s recruited to work on the project through to office for the production of the child perspective. The approach will also be the consultation proposal. impact analysis, a children’s environmen- evaluated. Outcomes and lessons learnt: Ongoing analysis tal researcher was hired for the project • Feedback: Feedback regarding the alongside outline work has been invaluable for in Alvik. In this way, modern research project will be passed on to the children, including a children’s perspective at an early showing how children experience and young people, and adults who participa- stage of various solutions. This has resulted are influenced by their environment can ted in the early-stage dialogue. Feedback in, among other things, the improvement of directly influence the project. includes the consultation proposal itself, locatability and transport safety since the the views raised in the early-stage dia- original proposal. The location of preschools The four phases of the work logue, and how the project has addressed and their outdoor spaces in relation to • Early dialogue and inventory: Here the knowledge and information provided. topography and other buildings has also been information was gathered about how the Participants will also be encouraged to managed more clearly. During the autumn of 2017, a final impact area is currently used. The consultants submit their views on the consultation assessment will be conducted for the eastern conducted dialogue sessions with pre- proposal during the consultation period. part of the urban development area. A final schools, schools, youth councils, commu- impact assessment will also be conducted nity patrol groups, and associations. The The final document for the integrated for the other area closer to the time of information gathered during the dialogue child impact analysis will contain the in- consultation. sessions was compiled and submitted formation provided during the early-stage at an initial meeting with the architects’ dialogue, a report of the various propo- offices. sals, and a final analysis of the consulta- • Preparation of proposals: In the tion proposal.

44 Young people’s thoughts on smart transport Young people as inspirers

IMAGE: CITY OF STOCKHOLM

As cities grow, our approach to travel and transport needs to change. Project: Young people’s thoughts on smart The visions for the future and participation of young people in the deve- transport Period: Annually, with different themes, lopment of the city can contribute to more strategic long-term planning. started in 2009 Their ideas challenge and change the perception of what changes and Location: Thorildsplan upper secondary measures are possible. To create an efficient and smart transport sys- school tem, it is important to elevate the attitudes and expectations of young Project manager: Transport Administration people with regard to the future of travel and the city’s development in Contact: Fariba Daryani urban and transport planning. Purpose: To increase young people’s participation in urban and transport planning. Pupils at Thorildsplan upper secondary ture. They presented ideas that could Age group: 15–18 school were tasked with working with reduce the need to travel, change travel Budget: Cost of supervisor Duration: 20 hours for one supervisor smart transport by developing solutions habits, make transport more efficient and Outcomes and lessons learnt: The visions and challenging planners. The result is an more environmentally friendly, reduce for the future and participation of young exciting collection of thoughts and ideas congestion, and increase people’s ability people in the development of the city can that are, to varying degrees, realisable, to get around using active transport. contribute to more strategic long-term and all packed with new and unexpected Experience shows that when children planning. Pupils’ reasoning behind their perspectives that create engagement with and young people participate in various perceptions of their city and what may need the issue. The pupils’ innovative ideas decision-making processes, the result is a to change in Stockholm has given rise to ideas and provided a good basis for discussion in include a high degree of environmental broader and better basis for making deci- the development of the city’s accessibility awareness, interesting analyses, technical sions, including better-quality decisions. strategy and other plans. innovations, thoughtful product develop- It can also result in the more efficient use ments, and flexible solutions with new of resources and better goal fulfilment. In dimensions. They have the overwhelming order to develop attractive, sustainable, impression that everyone needs to change and democratic cities with transport- their behaviours when it comes to travel. conscious travellers, the skills, ideas, and experiences of young people must be used A different way of looking at in an active and structured way. travel and transport The pupils presented several solutions and smarter ways of using existing infrastruc- 45 Public room for girls Gender-conscious planning

Public spaces that attract young people are usually places for activity What conclusions such as skate parks, facilities for spontaneous sport, and youth and lessons were drawn? centres – and spaces that are used primarily by boys and young men. The girls found that there is a lack of Gender-conscious planning is perceived by many as unchartered public spaces for them to spend time territory with no visual references for environments for girls. On the in (statistics confirm this). The places basis of UngaTur’s performance Du vet havsdjupen (“You know the that the girls currently refer to, such as depths of the ocean”) – a playful manifesto about our shared spaces youth centres and facilities for sponta- – workshops were conducted with girls, architects, youth leaders, neous sport, are perceived as “rough”, performing artists, local politicians, community planners, and and indoor environments often require property owners. that something is purchased to be able to stay there, which excludes the girls. Public spaces should be more inviting, The play Du vet havsdjupen follows room for girls is. At the second work- fluffy – “It should be like getting a teenage girls Gloria and Frida, who shop, architects, community planners, hug”. They want places where they can through their childhood games and teen- and property owners were invited to see meet and evolve, more intimate environ- age fantasies rewrite the urban space the performance and then listen to the ments in which to spend time, prefer- into a room for girls, a space filled with girls who, as an expert panel, moderated ably somewhere with lots of character – secrets. In concrete terms, the stage by architects, discussed a public room opportunities to meet up with others, experience was an audio walk, where for girls. At the third workshop, the seats that face each other instead of audience members were given MP3 girls from the youth council, supported benches in a row. players with headphones and could by nine architects, gave their ideas a Good lighting offers security and a follow the two young teenage girls design and built a model of an area in sense of cosiness. Covered seating areas through the urban space of Kärrtorp. the centre of Bagarmossen that is where you can spend time with others owned and managed by Stockholms- or just relax by yourself and watch oth- What was done and how? hem. The workshop ended with a ers are simple but important attributes. Eight girls aged 13 to 18 from Skarp- vernissage where participants from Co-creation is important, both in the näck Youth Council met four times to previous workshops were invited to join development of the site and because it take part in various workshops. At the in the discussion. At the fourth work- gives girls the opportunity to make their first workshop, local politicians, other shop, the girls, together with architects mark. A place where you have been girls, architects, and youth leaders were from Stockholmshem, met in Bagar- able to express yourself in its design is invited to see the performance, after mossen to debrief, test, discuss, and somewhere you would like to go, as it which they reflected on what a public prioritise how to proceed with the ideas. reveals your existence.

46 IMAGE: WHITE ARKITEKTER

Project: Public room for girls Period: Winter 2015 to spring 2016 Location: Turteatern Kärrtorp, White Arkitekter Stockholm Project manager: UngaTur, Skarpnäcks Youth Council, White Arkitekter, Skarpnäck City District Administration, Unga Berättar Contact: Moa Lindunger Purpose: To raise the issue of the lack of awareness about and existence of a public room for girls and the gender equality problems this results in, as well as to develop a series of initial reference images of environments for girls to demonstrate their existence and their ease of implementation. Age group: Girls aged 13 to 18 Budget: SEK 20,000 for exhibition, refreshments, and materials. The project was largely funded by not-for-profit work and self-funding from all partners. Duration: Four workshops of 2 to 3 hours each, plus preparation for dialogue sessions, post- analysis summaries, and planning by all partners involved. Outcomes and lessons learnt: Increasing the number of reference images through co-creation dialogue sessions with girls is an efficient and relevant means of bringing a gender perspective into urban planning. Working together with performing artists, architects, sustainability specialists, educators, and youth councils has given us a bigger toolbox that allows us to respond creatively to social norms. These are efforts that should not be pursued on a not-for- profit basis but strategically invested in by all parties involved. IMAGE: WHITE ARKITEKTER 47 The City at Eye Level The views and ideas of young people regarding the City at Eye Level

It is important to include children’s and young people’s thoughts and IMAGE: OLLE HALVARS FRANZÉN views on city-wide guidelines that concern them. Asking those most affected what they are concerned about even before the completion of the document and its guidelines is invaluable. Project: The City at Eye Level Period: February 2016 On three occasions in February, a group for Children and project managers Location: PUNKTmedis, youth section of of young people met at PUNKTmedis from the Stockholm City Planning Stockholm City Library (the youth section of Stockholm City Administration’s working group for the Project manager: City Planning Administration Library) together with youth leaders City at Eye Level were also present at and Unga Berättar and educators from Unga Berättar the sessions. Contact: Lisa Klingwall and Olle Halvars to discuss the basic principles of the Franzén UNCRC, with a partial focus on city Visible discussion Purpose: To include children and young people in the design of the city’s document planning issues. During these dialogue Dialogue took place in the form of “Integrated child impact analysis and sessions and based on different themes, round-table discussions on the current dialogue”. Young people are included as young people shared their own expe- issue using colourful post-it notes and experts in their own target group and have a riences of and proposals on how the city coloured pens to promote the fact that real influence. In addition, they get to learn can better facilitate the participation of everyone is entitled to their say, regard- how city-wide programmes and strategies children and young people. The general less of whether they like talking or not, are developed, which increases their sense of topics were articles 2, 3, 6, and 12 of but also in order to preserve the young context and participation. the UNCRC and youth participation in people’s own words and to illustrate Age group: Young people aged 14 to 19 urban planning. the development of the discussion on a Budget: SEK 20,000 for materials and large board that all participants could educators Participants see and respond to. Dialogue was mo- Duration: Each dialogue session lasted around 1.5 to 2 hours. Preparation and summarisation Young people aged 14 to 19 who gave derated by youth leaders who actively took a total of around 12 hours. up their time voluntarily. A total of 13 ensured that all the young people felt Outcomes and lessons learnt: Dialogue is best young people took part – 6 girls and 7 they understood the issue and could organised where young people already spend boys. Some are active in youth coun- express themselves. Other participating time and feel at home. Young people stress cils in the city, while others are regular adults were made to take an “observer” that they want to be involved in discussing visitors to various youth organisations role and sit behind the young people all issues, not just children’s issues, and that in the city. A number of participants are to emphasise whose views were the feedback is very important. Many of the views unaccompanied young people who have focus of the discussion. Refreshments raised by young people have formed the basis recently arrived in Sweden and speak were made available and there was a for the development of the five stages of limited Swedish. The dialogue sessions mingling session prior to the dialogue participation and influence in dialogue (see pages 26 to 27). were therefore conducted in Swedish sessions to enable people to get to know and English. The city’s Ombudsman each other. 48 IMAGE: OLLE HALVARS FRANZÉN 49 50 IMAGE: CITY OF STOCKHOLM My Stop! Forum for dialogue

My Stop! is a new forum for dialogue with children regarding sustainable development, including urban development issues. My Stop! is based on the idea that children are key proponents of change in making cities and communities sustainable. It is also a means of implementing the UNCRC, which states that children have a right to express themselves in all matters that concern them. IMAGE: CITY OF STOCKHOLM My Stop! started in autumn 2015 in the at different sites – green for the best site, new, environmentally branded neigh- yellow for a site that they have a good Project: My Stop! bourhood of Norra Djurgårdsstaden as idea for, and red for a site they don’t Period: Commenced autumn 2015 part of the City District Administration’s like. When children can give reasons for Location: Started in Norra Djurgårdsstaden efforts towards social sustainability and their choices, our knowledge and insights and now applied throughout the area of the creation of new meeting places for broaden in relation to the specific site Östermalm City District Council and other new residents in the area. The primary and how it is used and perceived. This is parts of the city. target group for My Stop! was municipal vital for planners and everyone working Project manager: Östermalm City District preschools. Through various workshops with children, as well as for the children Administration on topics such as recycling, chemical- themselves. Contact: Sara Lagerros smart preschools, and sustainable urban Purpose: To enable children to be heard on a development, children, guardians, and Lessons variety of urban development issues and with preschool staff were invited to My Stop! Dialogue has provided concrete sug- a focus on their own immediate surroundings. to play, to take part in activities, and for gestions for improvements, such as more The aim is to make children and young dialogue sessions. seating or more sandpits for the children. people feel part of the city’s development, But above all, continuous dialogue with as well as to bring the perspective of children Method for child dialogue children and young people contributes to and families to civil servants and politicians My Stop! is based on the idea that child- the development of a stronger democracy working with urban development issues. ren are key proponents of change in ef- both here and now as well as over the Age group: The focus group is preschool forts to make the world more sustainable, longer term. When children and young children, but it also includes schoolchildren, climate-friendly, and democratic. Allo- people are invited to be listened to and families, preschool staff, and other residents of the Östermalm district. wing children to play, explore, and act in to participate, their pride and sense of Budget: Project manager’s time relation to key sustainability issues creates responsibility for their immediate sur- Duration: My Stop! arranges activities momentum, as children often influence roundings grow. once a month. their parents and families. My Stop! has Another lesson is that sustainable Outcomes and lessons learnt: My Stop! has arranged dialogue in connection with the solutions in a growing city require been visited by hundreds of children and construction and refurbishment of play many perspectives which articulate a guardians since it started. The aim has been park equipment, the outdoor spaces of variety of needs. Children often have to strengthen the perspective of the child and preschools, and playgrounds throughout many sound views and questions that a children’s perspective on issues concerning the Östermalm district. Using different can help to broaden perspectives and the city’s development. methods, children have been able to talk make the world more multifaceted. about the sites, what they mean to them, Children are experts in seeing opportu- and how they want them to develop. nities and using their imagination to see One example is the use of coloured rib- solutions. This is something we can all bons which the children would hang up draw inspiration from! 51 Consultation with children and young people on the overview plan for the City of Stockholm As the city grows, children aged from 0 to 18 are an increasingly

important target group. Promoting the perspective of the child on IMAGE: LARS EPSTEIN plans for the future of Stockholm is vital. Against this background and alongside regular consultations, the city has conducted comprehensive consultations among children and young people. Project: Consultation of children and young people on the overview plan for the City of In its budget for 2016, Stockholm City degrees of disability. During the con- Stockholm Council adopted the vision of “Stock- sultation period, all the city’s youth Period: 10 November 2016 to 10 January 2017 holm as a city that respects and comp- councils were offered dialogue sessions Location: City of Stockholm lies with children’s rights in accordance under the principle of “We’ll come to Project manager: City Planning with the UN Convention on the Rights you”. Dialogue sessions were also con- Administration and school dialogue sessions of the Child.” The Convention contains ducted with Stockholm Regional Youth with White Arkitekter a total of 54 articles outlining children’s Council and Stockholm Youth Parlia- Contact: Lisa Klingwall and Mirja Dillén Tombs rights. Two of the convention’s key ment. In order to capture a children’s Purpose: to strengthen a children’s perspective in the forthcoming overview plan messages are conveyed in article 3, perspective from preschool-age child- for the City of Stockholm. which states that the best interests of the ren, a focus group was convened invol- Age group: Children and young people aged child must be given priority in all deci- ving preschool educators. 8 to 21 sions relating to children, and article 12, Budget: SEK 150,000 and self-funding by which stipulates the right of children Consultation views that White Arkitekter and young people to express their views make an impression Duration: Each dialogue session lasted and have these taken into account in all The consultation for children and around 2 hours. In addition there is the issues that concern them. young people followed the city’s mo- preparation and compilation of material. del whereby the participating children, Outcomes and lessons learnt: By opening Participants young people, and educators were each dialogue session with a knowledge The City of Stockholm engaged with encouraged to submit their views on the element – in this case elevating the UNCRC, 14 schools across the city from second consultation so that they could be no- urban planning, and the four objectives of grade in primary school to third grade ted. By noting down the views of each the overview plan – a clear understanding is in upper secondary school. Targeted class, youth council, and focus group, created of issues that may otherwise appear efforts were made to reach children and their views became a natural part of the strictly strategic. Noting down the views of young people who are often excluded consultation report. The review of the educators, children, and young people on the from democratic processes. This resul- consultation proposal for the new over- consultation on the overview plan provides a ted in workshops also being carried out view plan is based on the consultation stronger children’s perspective and represents with the Södra Latin class for young report, among other things. This means a broader cross-section of those living in the people who had recently arrived in that the needs of children and young City of Stockholm. Sweden, and the Himmel och pannkaka people are more clearly articulated in recreation organisation aimed at child- the forthcoming overview plan for the ren and young people with varying City of Stockholm. 52 The needs of children and young people in a growing city

Below are some of the most commonly held views among children and young people that were raised during the consultation.

The desire for more non- commercial spaces and venues, especially during the winter months.

City facilities such as swimming pools, museums, libraries, football pitches, and parks should be spread throughout the city.

More colourful buildings are needed.

Public transport should cover the entire city and be cheaper.

Affordable housing of various sizes must be made available.

The outdoor spaces of schools and preschools must be of better quality and in some cases be bigger.

IMAGE: WHITE ARKITEKTER 53 54 RÅLAMBSHOVSPARKEN IMAGE: LENNART JOHANSSON 55 56 Supporting and governing documents

57 Examples from supporting and governing documents

Preschool curriculum “In their planning the city district Lpfö 98, revised in 2016, new revision councils and the Schools and Education complete in 2018 Schools and Education Committee must apply the guideline Administration’s Children must be able to switch value of at least 25 preschool places and at between different activities during guidelines for outdoor least 50 elementary school places per 100 new the day. The activities must provide environments apartments, adapted according to scope for the children’s own plans, Adopted by the Schools and local circumstances.” imagination, and creativity in play and Education Committee in 2015 “New parks must be built as a natural part learning both indoors and outdoors. The Schools and Education of urban development areas. More play parks Time spent outdoors must provide Administration’s guideline document must be developed and made available to the opportunity for play and other for the renovation and construction children with disabilities.” activities, both in the planned and of outdoor spaces for schools: natural environments. Budget for the Function programme for outdoor City of Stockholm 2017 spaces for schools for the purpose of: ● defining a good outdoor environment for breaks and teaching; ● improving pupils’ physical, social, and creative development; and ● ensuring that the construction and Culture at Eye Level renovation of outdoor spaces for Adopted by Stockholm City Council schools takes place according to the in 2009 and revised in 2013 City of Stockholm principles of the function programme. “The needs of children and young preschool programme – people in relation to the physical the future of preschooling Inspiration catalogue for the environments where they live are Adopted by Stockholm City Council development of outdoor spaces for taken into account.” in 2013 schools for the purpose of: ● providing examples of good outdoor Objective 4 from Culture at Eye Level, The outdoor environment, both around a programme for child and youth culture environments; in the City of Stockholm. the preschool and in nature, must ● ensuring pupil participation in the be seen as one of the preschool’s development of outdoor spaces for The programme is a governing educational spaces, one which schoold pursuant to the UNCRC; document, adopted by Stockholm provides opportunities for outdoor ● improving the conditions for outdoor City Council, for all relevant activities and learning. When properly education; and committees and corporate boards designed, outdoor activities can help ● serving as a supporting document of in the City of Stockholm. to counter traditional gender roles. the function programme.

58 Greener Stockholm Adopted by Stockholm City Council in 2017 Guidelines for planning, implementing, and managing the city’s parks and natural areas. Environment and health

Stockholm’s park guidelines were Traffic noise: A maximum of 50 dBA Sports policy developed in 2006 and serve to programme equivalent daily value is desirable for provide guidance on meeting the areas intended for play, recreation, Adopted by Stockholm City Council recreational needs of the people of in 2013 and educational activities. Other Stockholm. They include the location areas must not exceed 55 dBA. of good parks and natural resources in (Guidance from the Swedish National Half of all children and young people relation to people’s homes. in the City of Stockholm belong to a Board of Housing, Building and Plan- sports club. Wherever you live in the ning, “Make space for children and Within 200 metres: young people”) city, you must have the opportunity to green oasis, play area take part in sport and exercise within (natural or playground), area with good Air quality: The environmental quality a reasonable distance. sound quality, seating in the sun, paths standard must always be achieved for walking. (air quality regulation (2010:477)). Efforts should also be made to, as Within 500 metres: far as possible, achieve the environ- flowerbeds, facilities mental quality objective of fresh air City district councils’ for ball games, play park, picnic area, (Sweden’s environmental objectives park plan opportunities for sledding. adopted by the Riksdag) for play areas and and the outdoorspaces Example from the Norrmalm park of schools and preschools (30 μg/m3 plan, adopted by Norrmalm City Within 1,000 District Council in 2015 metres or easily daily value for PM10, and 20 μg/m3

accessible by public transport: annual average for NO2). Methods of dialogue must be swimming facilities (outdoor), animal Sunlight: Parts schools’ and pre- developed that specifically cater for husbandry, farming, running facilities, schools’ outdoor spaces should be in children and young people. Children’s woodland, views, areas of water, wild the shade between 11:00 and 15:00 ideas and perspectives must be nature, ice skating. captured during both planning and as recommended by the Swedish management. Radiation Safety Authority and the Guidelines for achieving County Administrative Boards of a Greener Stockholm Research states that a distance of Sweden. more than 300 metres has been ● The people of Stockholm must have seen to limit day-to-day recreation. good access to parks and nature with Soil contamination: Prior to the Longer distances have resulted in a high recreational and natural value. development of new play areas such significantly reduced use. For children ● The city must have a dynamic green as outdoor spaces for schools and and the elderly, the figure is slightly structure that is rich in biodiversity. preschools and play parks, the guide- lower at around 200 metres and ● The city’s resources must be used line value for sensitive land use set by without having to cross busy roads, efficiently and there must be good the Swedish Environmental Protection which means a walk of around six to interaction between management Agency must be achieved (Swedish seven minutes. and development. Environmental Protection Agency).

59 Documents to consider

Governing documents for the city The city’s other documents Vision 2040 – A Stockholm for Function programme for outdoor everyone, adopted by Stockholm City spaces for schools, approved by Council in 2015 the Schools and Education committee Program för barnets rättigheter och in 2015 inflytande i Stockholms stad 2018– District council park plans, 2022, adopted by Stockholm City approved by the city district councils Council in 2017 2017 Report, The City of Stockholm’s Greener Stockholm, adopted by Ombudsman for Children, 2017 Stockholm City Council in 2017 A Stockholm of differences, report Long-term investment plan of the published by the Commission for a Sports and Recreation Administration, Socially Sustainable Stockholm, 2015 adopted by Stockholm City Council in Structure plan for Stockholm City 2016 Library 2017-2020, adopted by the Sports policy programme, adopted by Culture Committee in 2017 Stockholm City Council in 2013 Safe routes to school, adopted by Culture at Eye Level, adopted by the Transport Committee in 2015 Stockholm City Council in 2009 and revised in 2013 Other documents Stockholm – a city for everyone, UN Convention on the Rights of the participation programme for people Child, adopted by the UN General with disabilities, 2014–2016, adopted by Assembly in 1989 and ratified by Stockholm City Council in 2011 Sweden in 1990 Stockholm City Plan, adopted by Equal steps – checklist for Stockholm City Council in 2018 gender equality in physical planning, Swedish National Board of Housing, City of Stockholm preschool Building and Planning programme – the future of preschooling, adopted by Preschool curriculum, Swedish Stockholm City Council in 2013 National Agency for Education

60 Sources

Child impact analysis, City of Parks and nature areas – Gothenburg, 2011 Guidelines for equal opportunities, Greener Stockholm, adopted by City of Gothenburg Stockholm City Council in 2017 Norrmalm park plan, adopted by UN Convention on the Rights of the Norrmalm City District Council in 2015 Child, adopted by the UN General The walking city, an overview plan of Assembly in 1989 and ratified by Stockholm, adopted by Stockholm Sweden in 1990 City Council in 2010 The outdoor environment of children A Stockholm of differences, report and young people – a European published by the Commission for a outlook, the planning of pre-school Socially Sustainable Stockholm, 2015 and school environments in the Nordic Stockholm – a city for everyone, countries, the UK, and France, the participation programme for people Swedish National Board of Housing, with disabilities, 2014–2016. Adopted Building and Planning, Maria Nordström by Stockholm City Council in 2011 Sports policy programme, adopted by Budget for the City of Stockholm, Stockholm City Council in 2013 2015 and 2016–2018 Convention on the Rights of the Child City of Stockholm preschool – a strategy for improving children’s programme – the future of rights in Sweden, Government Offices preschooling, adopted by Stockholm of Sweden, 2014 City Council in 2013 Culture at Eye Level, adopted by A strategy for improving children’s Stockholm City Council in 2009 rights in Sweden, Government Offices Listen to us! Better support when of Sweden, 2011 children and young people participate, Swedish Association of Youth Councils Functional rights Vision 2040 – A Stockholm for Preschool curriculum, Swedish National everyone, adopted by Stockholm City Agency for Education Council in 2015 The method book, Swedish Association Guidance – the outdoor environment of Youth Councils of schools and preschools, PM, If we could decide, Sweden’s Music Environment and Health and Culture Schools and the National Administration Council of Swedish Youth Organisations (LSU)

61 NORRA DJURGÅRDSSTADEN IMAGE: LENNART JOHANSSON

62 Project management: City Planning Administration

Other participating administrations: City Executive Office Land Development Committee Traffic Committee Environment and Health Administration Cultural Committee Social Affairs Administration Schools and Education Administration Sports and Recreation Administration Norrmalm City District Administration Östermalm City District Administration Enskede-Årsta-Vantör City District Administration Hägersten-Liljeholmen City District Administration

Adopted in 2017 by: Land Development Committee The City Planning Committee Transport Committee Cultural Committee

If you have any questions, please contact: Project manager: Lisa Klingwall, City Planning Administration +46 (0)8-508 27 114 [email protected]

Text: Lisa Klingwall Project co-ordinator: Mirja Dillén Tombs JÖMÄR IL KT Production: Small World M Graphic Design: Small World Images and illustrations: City of Stockholm, unless otherwise state T Printing: TMG Stockholm, 2018 RYCKSAK 341 376 The best interests of the child must serve to guide all decision-making and any measures concerning children and young people. Article 3 of the UN Convention on the Rights of the Child