Training Protocol and Deployments

Training Protocol and Deployments Project title: Early Environmental Quality and life-course mental health effects Project Number: 874724 Project Acronym: Equal-Life Work package 9 - Deliverable D9.6 HISTORY OF CHANGES Version Publication date Change 1.0 15-06-2025 • Initial version 1.1 17-06-2025 • Major reviews 1.2 24-06-2025 • Major reviews D9.6 – Training Protocol and Deployments 2 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 H2020 program Grant agreement numbers 874724 (EqualLife), Project start date: Jan 1st 2020 Duration: 66 months Project Coordinator: Irene van Kamp (RIVM) WP Equal-Life WP9: Tools, Training and Implementation Deliverable Number Equal-Life D9.6 Deliverable Title Training Protocol and Deployments Due date M64 Actual date 30-06-2025 Dissemination Level Public Lead beneficiary RIVM Responsible authors Kim van Wijk E-mail / phone responsible authors [email protected] +31 631146385 Co-authors Anna Sandionigi [email protected] Marco Balduini [email protected] D9.6 – Training Protocol and Deployments 3 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 Reviewers Irene van Kamp (RIVM) [email protected] Achilleas Psyllidis [email protected] D9.6 – Training Protocol and Deployments 4 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 Equal-Life: Training Protocol and Deployments Table of contents Equal-Life: Training Protocol and Deployments Table of contents ............................................. 4 1. Training Strategy and Stakeholder-Oriented Implementation ............................................ 6 1.1 Training Framework and Stakeholder Engagement ..................................................... 6 1.2 Stakeholder Needs and Input ....................................................................................... 6 1.3 Training Goals .............................................................................................................. 7 2. Target audience .................................................................................................................. 7 2.1 Collaboration with (local) partners and European networks ....................................... 8 3. Process of training development ......................................................................................... 9 3.1 Training preparation .................................................................................................... 9 3.2 Number & type of trainings ....................................................................................... 12 3.3 Timeline ..................................................................................................................... 12 4. Scope of the training ......................................................................................................... 13 4.1 Translated into Training Sessions ............................................................................... 14 4.1.1 Session 1: Setting the Stage – Understanding the Exposome and the Equal-Life Project 14 4.1.2 Session 2: Exploring the Exposome in Practice – Recognising Elements in RealWorld Contexts ................................................................................................................. 14 4.1.3 Session 3: Applying the Toolbox – Hands-On Use in Policy or Intervention Contexts 15 5. Trainings – final format & execution ................................................................................. 16 5.1 Pilots .......................................................................................................................... 16 5.1.1 Primary Audience................................................................................................ 16 5.1.2 Pilots: Purpose and Format ................................................................................. 17 5.1.3 Intervention/Policy Case Application .................................................................. 17 5.1.4 Target Audience per Pilot ................................................................................... 17 5.2 Online training sessions ............................................................................................. 18 5.2.1 Target Audience .................................................................................................. 18 5.2.2 Training Objectives ............................................................................................. 18 5.2.3 Language and Format ......................................................................................... 18 5.3 In-person training sessions ........................................................................................ 19 D9.6 – Training Protocol and Deployments 5 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 5.3.1 Ljubljana 11 November 2024 .............................................................................. 19 5.3.2 In-Person Training & Conference Contribution – Vienna (EUROCITIES Environment Forum 2024) ................................................................................................ 22 5.3.3 Amsterdam, linked to End-event Equal-Life – 7 April 2025 ................................. 23 5.3.4 Barcelona -“Eurocities Academy” – 5-6 May 2025 .............................................. 24 5.3.5 Cairo -“Eurocities Academy” – 5-6 May .............................................................. 26 5.3.6 Stockholm – Local training 10 June 2025 ............................................................ 27 5.3.7 Izmir – Healthy Cities 20 June 2025 .................................................................... 29 6. Annexes ............................................................................................................................. 31 6.1 Annex 1: Pilot Training Agenda – Amsterdam template ............................................ 31 6.2 Annex 2: Online training Agenda template ............................................................... 32 6.3 Annex 3: Slido general format .................................................................................... 33 6.4 Annex 4 – In person Ljubljana Training Agenda ......................................................... 34 6.5 Annex 5: Eurocities detailed agenda and roadmap .................................................... 36 6.5.1 Roadmap ............................................................................................................. 36 6.5.2 Agenda ................................................................................................................ 39 6.6 Annex 6: In person training Izmir 2025 detailed program .......................................... 43 D9.6 – Training Protocol and Deployments 6 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 1. Training Strategy and Stakeholder-Oriented Implementation 1.1 Training Framework and Stakeholder Engagement The training sessions are a part of the Equal-Life project and were set up taking into account several main objectives: • To familiarize stakeholders with Equal-Life as a project, as well as generating understanding of its concepts; • To introduce the Equal-Life Toolbox and provide a comprehensive understanding of its components; • To guide stakeholders on how to apply the toolbox within their specific professional or policy contexts. In parallel, the trainings sought to create a broader awareness of the range of factors that influence mental health and cognitive development in children and adolescents, highlighting the interconnected nature of these factors within the exposome framework. Also see 1.3 on Training goals. A key consideration throughout the training activities was to ensure that the focus would not be limited to the exposome alone. The central theme was the assumed association between the exposome and mental health and cognitive development in children. The training modules were designed to support Equal-Life stakeholders in adopting and utilising the Equal-Life Toolbox in order to improve children’s living environments through integrated, evidencebased approaches. 1.2 Stakeholder Needs and Input During the stakeholder meetings organized in the framework of Equal-Life as well as during the pilot training sessions, stakeholders were consulted on their needs and requirements to adopt the Equal-Life project tools results. Our key recurring themes and related questions shaped the focus of the training content: - Understanding of Concepts: What is the exposome? How mental health and cognitive development defined in the context of Equal-Life? - Contextual Relevance: How can local issues and challenges be addressed from an Equal-Life and exposome perspective? Stakeholders emphasised the importance of tailoring the training to their specific contexts. - Tool Selection and Application: Which tools are appropriate for designing targeted interventions that reflect the complex interplay between the exposome and mental D9.6 – Training Protocol and Deployments 7 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 health? Stakeholders expressed interest in practical recommendations and guidance on applying Equal-Life tools in routine policy development and implementation. Together with the stakeholders who were part of these early meetings (throughout 20222024), several specific learning needs were identified. They requested clear guidance on the types of content and contexts that are most relevant for their work, especially regarding vulnerable groups, pressing health issues, and potential interventions. Rather than lengthy technical documents or complex interfaces, stakeholders preferred concise narratives and summary formats (e.g. two-page briefs) highlighting key messages and practical applications. When it comes to tool adoption, stakeholders expressed a preference for accessible, userfriendly instruments that require minimal input. Their main concern was how to make informed decisions about public investments. As such, they are looking for reliable information to support prioritisation, rather than tools requiring complex data entry or modelling. 1.3 Training Goals Based on the task description in the Grant Agreement, and aligned with stakeholder input, the training was designed to fulfil three key ambitions: - Knowledge Transfer: Provide stakeholders with foundational knowledge about the exposome, the Equal-Life project, and the components of the toolbox. - Interdisciplinary discussions: gaining experience with application of the Equal-Life approach, concepts, insights by looking at (existing) exposome cases in local contexts, essential in the exposome approach; - Toolbox dissemination & Contextual Tool Application: Introduce the stakeholders with the toolbox & guidebook and equip stakeholders with the knowledge needed to identify and apply the most appropriate tools for their context. This included explaining the rationale behind the development of each tool, supported by relevant case studies within the project. With the overall aim of disseminating the Equal-Life project’s work and the dissemination and future adoption of the toolbox in practice, each training format developed had its own specific objectives and level of depth, tailored to various stakeholder groups. These are described in detail in the respective training format documentation. 2. Target audience The training activities were designed for a broad and diverse group of stakeholders, spanning multiple disciplines and sectors. Recognising the complex and interdisciplinary nature of exposome research, mental health and cognitive development, the trainings aimed to address the people in practice and policy working in related fields and related policy themes. D9.6 – Training Protocol and Deployments 8 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 By bringing together individuals with expertise in these distinct domains, the training fosters mutual understanding and the integration of diverse perspectives into their respective professional practices. A particular emphasis is placed on engaging local and regional actors. These include representatives of municipalities, regional public health institutes, urban planners, people in education, epidemiologists, clinical practitioners, and social project managers. These individuals are often embedded within local-regional networks and are well-positioned to apply the Equal-Life toolbox in practical settings, thereby enhancing the relevance and impact of the training outcomes. Furthermore, we aimed to tap into European networks to reach out to policymakers from various countries and cities who could disseminate the Equal-Life work further. To ensure relevance and effectiveness, the training content is tailored to the specific needs and interests of each target group. This is facilitated through preliminary discussions with institutes or representatives (see also section 2.1). Based on these pre-training exchanges, emphasis could be placed on selected topics that align with the participants’ roles, expertise, and contextual priorities. Three distinct training formats have been developed to accommodate varying stakeholder needs and logistical contexts: pilot sessions, online modules, and in-person workshops. The list of stakeholders , which was also used during the interview phase, serves as the foundation for outreach and engagement in the training activities. However, for effective dissemination and broader uptake of the Equal-Life toolbox, it remained essential to extend this network and involve a wider audience beyond the initial stakeholder group. 2.1 Collaboration with (local) partners and European networks Within Equal-Life’s large consortium, many partners who are connected to, or working closely together with, local and regional institutes that represent a group of stakeholders or are in the network of stakeholders. Furthermore, some partners are involved in high level European networks, focused on (for example) policy making in European cities. After defining who the Equal-Life stakeholders are (see section above), the training team identified partners that could help in organizing trainings in their local contexts. Furthermore, our partner from the City of Utrecht was able to connect the Equal-Life training to European city networks, such as ‘Eurocities’ (with over 200 cities participating) and the World Health Organization’s ‘Healthy cities’ network. By collaborating with Equal-Life partners and their local networks, we aim to target stakeholders efficiently and in a way that is suitable to their local context and culture. They have been key in organizing these meetings in a way that works for the participants. Additionally, working with Equal-Life’s partners that are familiar with these institutes or networks adds to the credibility and the project and its results, as there is already a connection there. D9.6 – Training Protocol and Deployments 9 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 Through this collaboration, we were able to work with partners and connections from, and host in the context of, Germany, Italy, Sweden, Slovenia, Barcelona (Spain), Ireland, Egypt, the Netherlands and Turkey. As such, we have been successful in conveying the insights and information on the Equal-Life project in a wide European context and beyond. 3. Process of training development 3.1 Training preparation The training team started its organization of the trainings at the end of 2023. In the run up of the trainings, the roles and responsibilities within the months to come were defined and agreed upon as follows: o RIVM (Task lead) – oversees & coordinates training trajectory, organizes & chairs meetings, translates, keeps track of progress in a collaborative training document; o RIVM (Coordinator) monitors expectations (proposalwhat did we promise) & execution from project point of view; o Quantia (Tools, Training and Implementation work package lead) – Delivers tools, organizer (logistically and physically, financially, as well as content (together with people from consortium) and programme; o INCHES & CoU ( communication lead and co-lead)– in charge of stakeholders outreach and input: including advising on format and content of trainings that match wishes of stakeholders, reaching out (dissemination) to stakeholders for participation, responsible for harboring participation of stakeholders; o Others with hours for training in Tools, training and implementation (incl experts) – actively help organizing contributing and teaching (at specific locations). Overall, partners as listed above were expected to participate in the training (organising and executing), based on their availability. Step wise, the definition of the training target audience, aims and objectives, scope and timeline were defined first. These are reflected in various sections in this document. Subsequently, the training formats were developed in a way that was feasible in terms of timing and finances, yet would match the task description, identified aims of the task and the needs of the stakeholders. Thirdly, the organization efforts for the individual trainings started. First, the organizing team was determined. The core training team was kept up to date on the training plans and were allocated to add to the organizational efforts of the trainings based on their availability. D9.6 – Training Protocol and Deployments 16 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 5. Trainings – final format & execution This section provides a detailed account of the training activities implemented during the final phase of the Equal-Life project. The training goals, scope and preparation – as explained in chapters 1-4 in this manuscript – led to a variety of training formats ranging from in-person pilot sessions and online modules to contributions at international conferences. The trainings took place across multiple European cities and online platforms, ensuring broad geographical reach and accessibility, and were all tailored to diverse stakeholder needs and regional contexts. Each training opportunity served a specific function: pilot sessions in Cork and Amsterdam tested and refined initial materials; the summer development phase focused on translating content and preparing outreach strategies; and a series of sessions between late 2024 and mid-2025 further expanded implementation, including thematic deep-dives, collaborative workshops, and strategic dissemination events (e.g. through EUROCITIES and the Eurocities Academy). The following subsections describe each of these trainings in more detail, including their objectives, structure, target audience, and outcomes. 5.1 Pilots The pilot trainings served as a first opportunity to test and refine the Equal-Life training approach in a real-world setting. Conducted as full-day sessions, these pilots aimed to validate the structure, content, and facilitation methods of the proposed training format. Each session was followed by a co-design workshop with selected stakeholders from our network to gather direct feedback and collaboratively shape the further development of the training. Rather than focusing on individual tools in isolation, the pilots introduced the Equal-Life Toolbox as a structured way of thinking—offering insights into how to approach complex cases through the lens of the exposome. As observed during the sessions, the value of the toolbox lies not only in its components, but in how it supports stakeholders in framing, analysing, and acting upon interrelated environmental and social factors that influence children's mental health and cognitive development. The pilots helped establish a foundation for the subsequent training sessions by highlighting what resonated with participants, identifying areas for improvement, and ensuring that the materials were both accessible and practically useful in diverse local contexts. 5.1.1 Primary Audience The primary audience for the pilot sessions included local professionals and policy-makers who contribute to the design and implementation of interventions and policies related to children’s mental health and cognitive development. Target stakeholder groups included: • Educators and healthcare professionals who directly support children and young people • Community leaders representing local perspectives and needs D9.6 – Training Protocol and Deployments 17 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 • Experts in policy planning and evaluation • Urban planners and environmental scientists working on healthy living environments • Researchers and practitioners in sociology and equity-related fields • Other professionals engaged in cross-sectoral child wellbeing initiatives Given that participants come from various professional backgrounds, the training also aims to facilitate transdisciplinary dialogue, helping stakeholders integrate different perspectives in their daily work and decisions. 5.1.2 Pilots: Purpose and Format To refine the training design and improve content delivery, two pilot sessions were organised—in Amsterdam, Netherlands and Cork, Ireland. These sessions were intended to test the programme structure (divided into the three sessions as described in section 4), pedagogical approach, and toolbox application, while simultaneously gathering feedback from participants to guide further improvements. The pilots allowed participants to familiarise themselves with the project and toolbox while exploring how these tools could be used to evaluate or enhance existing local policies or interventions related to children’s health. In this co-creative setting, stakeholders also contributed to the refinement of materials, formats, and messaging. 5.1.3 Intervention/Policy Case Application As part of the training, participants were invited to reflect on either a provided case study or an example drawn from their own professional context. The aim was to apply the Equal-Life framework to assess interventions or policies from an exposome-informed perspective, based on the available project results. • A guided, live application of the toolbox was conducted, with questions such as: • How do the insights from Equal-Life affect your view of this intervention or policy? • Are all relevant stakeholders and sectors represented? • What environmental or social factors are being addressed or overlooked? This exercise was intended to show how the toolbox can support structured reflection and lead to more integrated, comprehensive approaches in the development and evaluation of local health-related interventions. In preparation for each pilot, local organisers were asked to select a suitable example to be explored during the training, ensuring the case would resonate with the audience’s context. 5.1.4 Target Audience per Pilot Cork: A diverse group of local policy-makers and practitioners, Cork municipality network. (Number of participants 20 representatives from Cork municipality, city associations and international stakeholders) D9.6 – Training Protocol and Deployments 18 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 Amsterdam: Professionals from the Public Health Service of Amsterdam (GGD) and potentially broader stakeholder groups beyond municipal departments, supported by Fred Woudenberg. (Number of participants: 15 representatives from Amsterdam municipality and city associations) See detailed program in Annex 1: Pilot Training Agenda – Amsterdam template 5.2 Online training sessions The online training sessions were delivered in the form of interactive webinars, designed to introduce stakeholders to the Equal-Life project, its key results, and the Equal-Life Toolbox. These sessions also provided participants with the opportunity to reflect on how the newly acquired knowledge could be applied within their own professional contexts. The primary objectives of the online training were to introduce and familiarize participants with the exposome approach and the Equal-Life Toolbox, and to enthuse stakeholders for future use of the tools and project outcomes. 5.2.1 Target Audience The target audience was broad and included all stakeholder groups identified and described in section 2 as potentially interested in the application of exposome-informed approaches in policy and practice. 5.2.2 Training Objectives The online sessions were structured around the following goals (in line with the sessions as described in section 4 of this document): • Inform participants about the Equal-Life project and introduce the exposome concept, including a general overview of findings on how the exposome relates to children’s mental health and cognitive development (Session 1); • Encourage reflection and adoption of the information from session 1, prompting participants to consider various cases through visual representations of real-life situations from an exposome-informed perspective (Session 2); • Introduce and demonstrate the Equal-Life Toolbox, guiding participants through its purpose, structure, and potential applications (Session 3). Enable follow-up, offering participants the opportunity to stay in touch with the training organizers. 5.2.3 Language and Format To maximise inclusiveness and relevance across different national contexts, the webinars were delivered in a standardised format, with moderation offered in multiple languages. D9.6 – Training Protocol and Deployments 19 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 While all presentations were provided in English to reduce preparation time and ensure consistency across sessions, discussions, facilitation, and participant interaction were conducted in the local language of the audience. This approach ensured optimal understanding while respecting capacity limitations during a period of high training activity. Detailed Agenda in Annex 2: Online training Agenda template Detailed timetable in Section Training preparation on main document 5.3 In-person training sessions The in-person training sessions provided an opportunity for stakeholders to engage more directly and interactively with Equal-Life consortium members as representatives of the project on the project’s work and outcomes, as well as the Equal-Life Toolbox. These trainings included more focused sessions defined based on the availability of project partners, the local context and the timing and progress of the project. In some of the in-person training cases, this resulted in more focused sessions for session 2: Exploring the Exposome in Practice. Rather than exploring the full toolbox in detail, the emphasis was placed on testing and reflecting on how individual tools could support local intervention and policy design. The final part of each session included a collective demonstration highlighting the overarching aims and structure of the Equal-Life Toolbox, illustrating how individual tools fit within the broader exposome approach. These sessions were specifically tailored to a diverse group of local stakeholders involved in shaping children’s environments, including teachers and school directors, municipal officers, architects, urban planners, parents, students, and professionals working in public and mental health. The interactive format allowed for rich discussion, peer learning, and context-specific insights relevant to the implementation of exposome-informed practices. 5.3.1 Ljubljana 11 November 2024 This in-person training session in Ljubljana focused on applying selected tools from the EqualLife project to real-world cases in the field of spatial and urban planning. The session prioritised hands-on engagement with two key instruments deriving from the Equal-Life project: • The Equity Assessment Tool • The Logic Model Participants worked on practice-based exercises that encouraged critical thinking and discussion around the integration of social and health equity into spatial planning processes. In the final part of the training day, a broader demonstration of the Equal-Life Toolbox was provided, showcasing its overall aims and how the different tools interconnect within the exposome framework. Training Objectives The main objectives of the training and stakeholder involvement in Ljubljana were: D9.6 – Training Protocol and Deployments 20 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 • Improve consideration of social aspects in spatial/urban planning Raise awareness of how equity concerns can be embedded into spatial planning and environmental impact assessment. Promote the use of tools that support equity-sensitive approaches in planning practice. • Promote child-centred perspectives across settings Emphasise the importance of addressing children’s needs across various life settings (e.g. home, neighbourhood, kindergarten, school). Encourage planning and policy design that takes into account children's developmental stages and their unique vulnerabilities. • Promote an equity approach The equity model was introduced and used in the interactive sessions. • Highlight the role of early-life environmental exposures Increase understanding of how early exposure to environmental factors can affect cognitive and mental health development. • Enable interdisciplinary collaboration Foster the creation of a national and European network of professionals across public health, spatial planning, education, and local governance. Target Stakeholders The Ljubljana training was tailored to a diverse group of stakeholders involved in shaping children’s physical and social environments, including: • Teachers and school directors • Municipal officials and local planners • Architects and urbanists • Parents and students • Public health and mental health professionals Programme breakdown: Session 1: Introducing Equal-Life and the Exposome Aim: To present the Equal-Life project, key findings, and the exposome approach. Content: • Introduction to the project and its goals • Overview of findings on physical, social, and internal exposures D9.6 – Training Protocol and Deployments 21 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 • Presentation on the social dimension of the exposome • Discussion of relevant indicators and causal links Session 2: Applying Tools to Local Cases Aim: To explore how the Equal-Life approach and tools can be applied in practice. Case Studies Presented by Stakeholders: • UIRS: Planning green areas for physical activity (PREZENCA project) • IPoP: “Actively to School” – promoting walking and cycling • Young Dragons: Needs of young migrants in Ljubljana • Jožef Stefan Institute: Cycling through quiet green areas (URBANOME project) Equity Assessment Framework • Introduction to the equity tool and assessment phases • Case example from Utrecht (play spaces plan) • Group discussions on equity in participants' own cases • Short group presentations with key reflections • Final wrap-up and conclusions Green Space Accessibility Tool • Tool presentation (Achilleas Psyllidis) • Indicators developed by UIRS (Ina Šuklje-Erjavec) • Discussion on tool applicability in local contexts • Reflections on integrating tools into planning practice Session 3 - Toolbox Demonstration & Future Ambitions Aim: To present the Equal-Life Toolbox in its entirety and reflect on future use. Content: • Live demonstration of the Equal-Life Toolbox • Plenary discussion on its usability, relevance to stakeholders, and potential for integration into local and regional practice Detailed Program in Annex 4 – In person Ljubljana Training Agenda Number of participants: ~15 Municipality and City Association representatives (note: a different subset from the Vienna participants) D9.6 – Training Protocol and Deployments 22 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 5.3.2 In-Person Training & Conference Contribution – Vienna (EUROCITIES Environment Forum 2024) Context As part of the dissemination and stakeholder engagement activities of the Equal-Life project, a light-format training and presentation was delivered during the EUROCITIES Environment Forum 2024, held in Vienna from 12 to 14 November under the theme "A European Deal for Climate and Environmental Justice. Equal-Life contributed through two complementary formats: • A conference contribution during the Noise Working Group meeting on 12 November, consisting of a 30-minute session combining an introductory presentation and live demonstration of the Equal-Life Toolbox. • Participation in the working group Green Areas & Biodiversity by one of the Equal-Life representatives, sharing some Equal-Life exposome insights such as the TUDelft research on accessibility of green areas from the Equal-Life project. Additionally, the promotion flyers for the Equal-Life project and trainings were distributed throughout the plenary areas, for all participants to obtain. These activities focused on promotion and dissemination of the Equal-Life project work. Session Content in working group Noise: • Brief introduction to the Equal-Life project and its focus on the exposome and children’s mental health. Demonstration of the Equal-Life Toolbox (screen recording and explanation) • Plenary discussion: relevance of the exposome approach in spatial and environmental planning • Invitation to register for further updates and upcoming trainings Target Audience The audience consisted of municipal professionals and experts from the EUROCITIES Network, particularly those involved in the Noise Working Group and Green Areas & Biodiversity (GAB) Working Group. These individuals work on public space, green infrastructure, and climate adaptation, with an emphasis on integrating health and equity into planning processes. The broader EUROCITIES network includes over 90 cities and 20 national networks, representing more than 1,000 municipalities across the WHO EURO region. Objectives • Raise awareness of the exposome concept and its applicability in urban and environmental planning • Present the Equal-Life Toolbox in a clear, accessible format • Engage city representatives in discussion on practical use of the tools in local contexts D9.6 – Training Protocol and Deployments 23 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 • Lay the groundwork for future participation in the Equal-Life training programme or Eurocities Academy sessions • Disseminate project outputs to a wide European city network through both live interaction and the official forum booklet Number of participants: 20 representatives from different WHO members and associations 5.3.3 Amsterdam, linked to End-event Equal-Life – 7 April 2025 Context The in-person training session held in Amsterdam on 7 April 2025 was organised as a focused event with a dual purpose: • To present and validate the near-final version of the Equal-Life Toolbox and related concepts. • To prepare for the general event taking place the following day (8 April), by engaging core stakeholders in structured feedback and reflection. This session targeted a small, selected group of stakeholders, primarily those who had been closely involved in the project and had followed its progress over time. The goal was to obtain qualified feedback on the project’s growth, the usability of the toolbox, and its future operationalisation. A few new stakeholders were also present, allowing for a natural exchange of insights between long-standing and newer participants. Objectives • Validate the final structure and content of the Equal-Life Toolbox and guidebook • Discuss the core concepts of the exposome in relation to children’s mental health • Gather feedback on selected tools and texts, and assess usability through applied exercises • Explore how to disseminate the toolbox and integrate it into a sustainable business or delivery model • Prepare participants for the discussions and broader stakeholder engagement scheduled for the General Event on 8 April Session Content The session combined short presentations, live demonstrations, and interactive feedback activities. Key highlights included: • Presentation of selected Equal-Life results, particularly those to be further elaborated during the General Event • Live demonstration of the near-final version of the toolbox, including key features and structure • Interactive validation using Slido, allowing stakeholders to respond in real time to questions on key exposome and mental health concepts D9.6 – Training Protocol and Deployments 24 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 • Facilitated discussion on the practical relevance of the toolbox and how core concepts (e.g. environmental exposures, mediators, child development stages) are communicated to end users • Exploration of future use scenarios, including dissemination strategies and contributions to the business model plan (Deliverable in progress) Reflections and Outcomes This session marked a key milestone in the final validation phase of the Equal-Life Toolbox. The combination of experienced project stakeholders and selected external participants ensured high-quality feedback grounded in project knowledge while welcoming fresh perspectives. The interactive format proved effective in confirming the relevance and clarity of core messages, the usability of toolbox content, and the added value of the guidebook in practical contexts. Discussions also contributed directly to the refinement of the toolbox's dissemination strategy and supported alignment with the broader business model development. Number of participants: 10 representatives from international cities and associations 5.3.4 Barcelona -“Eurocities Academy” – 5-6 May 2025 Context The Barcelona training was part of the Eurocities Academy initiative and aimed to operationalise the Equal-Life Toolbox within a structured learning environment for urban policymakers and practitioners. This session focused on applying the exposome framework to support mental health and cognitive development in children through improved urban environments. Equal-Life addresses the complex relationship between environmental, social, and internal exposures and their influence on child development. The training session translated these insights into actionable knowledge for local government professionals engaged in planning, environmental health, mental health, and policy evaluation. Objectives • Introduce the exposome concept and the Equal-Life Toolbox to Eurocities members • Explore how cumulative exposures (e.g. noise, air pollution, lack of green space, socioeconomic factors) affect children’s health • Train participants to use the Equal-Life Toolbox and its components, including the Public Intervention Logic Model • Enable cities to design exposome-informed action plans tailored to local challenges • Foster peer learning and transdisciplinary dialogue between city representatives Programme Structure D9.6 – Training Protocol and Deployments 25 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 This training followed a three-phase blended format, combining online and in-person learning: a) Application Phase • A call for participants was launched among Eurocities members. • Applications were screened to select professionals working in relevant areas (urban health, child policy, planning). • Selected participants received pre-training materials and access to the Equal-Life Toolbox. b) Pre-Training (Online Sessions) Two interactive online sessions prepared participants for the in-person event: • Session 1: Onboarding and Local Challenges o Introduction to the programme and participant networking o Sharing of local issues related to children’s mental health and urban environments o Brief overview of the Equal-Life project and expected outcomes • Session 2: Introduction to the project and to the Toolbox o Introduction presentation by the Equal-Life coordinator, Irene van Kamp o Guided walkthrough of the Equal-Life Toolbox o Exploration of its relevance in city-specific contexts o Encouragement to explore the toolbox independently before the in-person training c) In-Person Training (Barcelona, May 2025) • Presentation of key project findings and practical implications for cities • Toolbox demonstration and individual exploration • Case study analysis using the toolbox • Development of action plans by city teams, followed by expert and peer feedback • Plenary discussion and reflection on next steps Format and Participation Format: Presentations, case exercises, group discussions, and toolbox navigation (See Annex Annex 5: Eurocities detailed agenda and roadmap) Number of participants: ~20 Eurocities member representatives (note: a different subset from the Vienna participants) Location: Barcelona (Eurocities member city) D9.6 – Training Protocol and Deployments 32 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 6.2 Annex 2: Online training Agenda template Time Activity 09:30-09:35 Entering “room” 09:35-09:45 (10 min) • Who are we – short introduction of the E-L team • Opening – why are we here today • Who is in the room? Open SLIDO o Who do we have in the virtual 'room'? o Why are you here? What are you hoping to gain / learn? CLOSE Slido 09:45-09:50 (4 min total) - Showcase animation 09:50-10:30 (45 min) Session 1 – Background and context • The Equal-Life project: background, context and overview 10:30-10:40 Open mics for questions or responses 10:40-10:45 5 min break 10:45-11:15 11:15-11:25 Session 2 – Applying to practice/internalizing content Open SLIDO – Hold a discussion with selected stakeholder first • What does te exposome look like, in this case? • First: Open ended question; name a few that are entered • SECOND Check box/ranking with factors from the environment and select which represent the exposome. • Now, take children and adolescents as your point of departure, does anything change in your perspective on 'the exposome' ? • Open ended question; discuss • Applying the exposome approach and addressing this population group: what practical/policy changes are needed for your work? (draw from your own experience/work) • Open ended question; discuss Session 3 – Toolbox demo & future ambitions - Short introduction of the toolbox (orally) - Screencast toolbox, sharing a short presentation of aims, goal and future plans +- 5 min 10 min Exploring toolbox Short closing Link to upcoming in-person meetings D9.6 – Training Protocol and Deployments 33 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 6.3 Annex 3: Slido general format Slido questions [opening online training] 1. Who do we have in the virtual 'room'? Policy maker Health professional Public health service Urban planner Researcher Education Other 2. Why are you here? What do you hope to learn? (Open ended question) [close slido] [session 1 presentation] Live + present Jenny’s presentation Open mics for discussion? TO DECIDE Open slido again for session 2 Showcase 2-3 pictures of an environment with some short explanation 3. What does te exposome look like, in this case? First: Open ended question AND SECOND Check box à with factors / all indicators from the environment and select which represent the exposome. ➔ Explain: this indicates that the exposome is different for everyone from different backgrounds. 4. Now, take children and adolescents as your point of departure, does anything change in your perspective on 'the exposome' ? Open ended question 5. Applying the exposome approach and addressing this population group: what practical/policy changes are needed for your work? (draw from your own experience/work) Open ended question Session 3: Toolbox demo + Italian training: Marco/Anna live voice over of toolbox Open slido o Did you find this initial experience with the toolbox comfortable and intuitive? (multiple choice: yes, no) D9.6 – Training Protocol and Deployments 34 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 add: I other (please shareinvite them to share their opinion) o Would you share the toolbox with a colleague? (multiple choice: yes, no) Invite people to share why? Is ‘maybe’ also an option? ▪ Which parts of the toolbox are you interested in using? And could be used in your daily work? o Do you think anything is missing, or do you have suggestions to improve the content and usability? (open answer with limited number of character) - Would you like to stay updated on the toolbox progress? 6.4 Annex 4 – In person Ljubljana Training Agenda Time Activity 08:45-09:00 Walk in, coffee 09:00-09:15 • Why are we here today? • Who is in the room? 09:15-10:00 10:00-10:20 Session 1 – Equal-Life project: presentation by the Equal-Life team Background, overview and results so far Discussion & reflection: the exposome & mental health and cognitive development in children 10:20-11:00 Session 2 – Applying knowledge and tools to practice – case studies A. Equity assessment tool • Introduction of the Equity Assessment tool • Example of application in an existing case • Questions 11:00-11:20 Break 11:20-12:45 Work in groups on cases from Ljubljana, using the equity assessment tool 1. Matej Vinko, NIJZ, Intersectoral Approaches in National Mental Health Programme in Slovenia 2. David Kocman, Jožef Stefan Institute, Building Inclusive and Healthier Cities: A Case Study on Cycling and Urban Stressors through an Urban Living Lab Approach 3. Matteo Hočurščak, Municipality of Ljubljana/Mladi zmaji, Young Dragons, Polje neighbourhood and consideration of adolescents in the area 4. Followed by: Plenary presentations, discussion & conclusions 12:45-14:00 Lunch break & inspiration walk 14:00-14:40 Session 2 – continued, ‘Children’s access to urban greenspaces’ B. Conceptual Model of factors and accessibility measures • Introduction to the Equal-Life conceptual model of factors affecting children’s access to urban greenspaces. D9.6 – Training Protocol and Deployments 35 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 • Indicators for accessibility to green areas developed in Slovenia Discussion and final conclusions (10 min) 14:40-15:10 Session 3 – Toolbox demonstration & future ambitions • Demonstration of the Equal-Life toolbox Plenary discussion on toolbox and applicability in practice 15:10-15:30 Presentation on database for Environment, Health and Social Indicators in Slovenia https://gis.stat.si/ 15:30 -15:40 Short closing, link to ambitions Ljubljana & final thank you D9.6 – Training Protocol and Deployments 36 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 6.5 Annex 5: Eurocities detailed agenda and roadmap 6.5.1 Roadmap This roadmap template is designed to help participants translate the knowledge acquired throughout the “Mental health for children: science-based policy-making in cities” training into their local context, reinforcing learning through an applied methodology. It aims to serve as a practical tool for participants to develop actionable strategies once they return to their cities. The document will evolve throughout the training, with different sections completed at specific stages. Sections 1 and 2 must be prepared before the training, as outlined in the programme guide, while Sections 3 and 4 will be developed, peer-reviewed, and finalised during the in-person sessions. As a working draft, the roadmap does not require formal approval or adoption by city councils but must be submitted to organisers at the end of the training. Its purpose is to facilitate applied learning and support participants in creating a basis for concrete action in their cities. 6.5.1.1 Section 1: initial ideas Goal: To prompt participants to reflect on how their city currently analyses children’s needs and formulates policies for mental health and development. This section aims to help participants identify strengths and gaps in their city’s approach before exploring how the exposome framework could enhance policymaking (which will be done later in the training). Guiding questions: • To what extent is children’s mental health currently addressed in the city administration? • Which city departments are involved in policymaking for child development and mental health? • What data or evidence is used to guide decision-making on child policy? • What does this structure suggest about the city’s understanding of child development? 6.5.1.2 Section 2: city challenge Goal: To identify and present a city challenge that will serve as the basis for the exposome analysis during the in-person training. Participants should select a real-life case from their city that relates to children’s mental health and development, offering an opportunity to explore how policy can be improved. D9.6 – Training Protocol and Deployments 37 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 Criteria for selecting the city challenge: 1. Be directly relevant to children’s mental health: focus on environments where children live, learn, or play, considering both mental wellbeing and cognitive development. 2. Have a well-defined geographic scope: ideally focus on a neighbourhood or district, capturing both social and physical factors in a manageable area. 3. Highlight the interaction of multiple factors: involve both social (e.g. economic conditions, family structure), and physical (e.g. pollution, urban design) influences. 4. Be actionable and connected to policymaking: allow for the identification of concrete interventions and align with ongoing or planned city initiatives. Guiding questions to present the challenge: a. Context and relevance: • What is the specific challenge, and why is it important for children’s mental health? • Which group of children (age, socioeconomic background…) are most affected? • In which neighbourhood or district is this issue most evident? • What are the main social, physical, and governance features of the neighbourhood/district? b. Current policy landscape: • What policies or programmes currently address this issue? • What city departments and stakeholders are currently involved, and which are missing from the conversation? • What are the main limitations or gaps in the current approach? c. Alternative approaches: • How else could this challenge be addressed? What alternative perspectives or approaches could be considered? 6.5.1.3 Section 3: exposome analysis Goal of the section: To apply the exposome analytical framework to the selected city challenge, identifying how different environmental, social, and internal factors interact to influence children’s mental health and development. This section will support participants in using the Equal-Life toolbox to better understand the complexity of exposures and their policy implications. Key elements to consider: • Multi-dimensional approach: How is the challenge currently framed – does it mainly consider social or physical aspects only? What additional dimensions (social, physical, biological) could be integrated under an exposome-based analysis? Are there links between envvironmental exposures (e.g. air pollution, noise), D9.6 – Training Protocol and Deployments 38 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 social conditions (e.g. income disparities, access to services), and biological factors that are not currently considered? • Data and evidence: What sources of information exist in the city to assess these factors? Are there gaps in the data that could be addressed through an exposome-informed approach? • Policy implications: How could a broader exposome-based perspective influence policy interventions? What new insights might emerge from using this approach compared to the city’s existing methods? More detailed instructions and methodological guidance will be provided as the programme progresses. Participants will receive guidance on how to use the Equal-Life toolbox and apply it to their city challenge during the inperson training. 6.5.1.4 Section 4: from scientific knowledge to policy action Goal of the section: To identify policy implications from the exposome analysis, understand barriers to implementing these recommendations, and devise strategies to overcome these barriers. Policy recommendations Goal: To translate the findings from the exposome analysis into specific policy actions aimed at improving children’s mental health and development. Guiding Questions: • Based on the exposome analysis, what key actions or decisions could improve children’s mental health in your city? • How do these recommendations align with or challenge current city policies? • What precise measures could be implemented to address the identified needs? • What does this involve in terms of governance – which other city departments should be involved and with what role? Barriers to implementation Goal: To identify potential barriers that could hinder the implementation of selected policy recommendations. Guiding Questions: • What challenges might arise when attempting to implement these actions? • Are there structural or procedural issues within the city administration that could pose obstacles (e.g., lack of interdepartmental collaboration, limited resources)? D9.6 – Training Protocol and Deployments 39 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 • How might external factors such as political priorities, community demands, or industry lobby? Strategies to overcome barriers Goal: To develop strategies for addressing identified obstacles and ensuring the recommendations can be effectively implemented. Guiding Questions: • What specific steps could you take to gain political or community support for these actions? • How could you foster collaboration between departments or stakeholders to support implementation? • What evidence or communication strategies could be used to convince decision-makers of the value of these policies? 6.5.2 Agenda D9.6 – Training Protocol and Deployments 40 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724 D9.6 – Training Protocol and Deployments 41 This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 874724