The Participatory Development of the Styrian Youth Strategy With an Action Plan
Abstract
The Styrian Youth Strategy was developed through a participatory and evidence-based process to provide a strategic framework for improving the living conditions of young people in Styria, Austria. Recognising youth as a cross-cutting policy area, and in alignment with the Austrian Youth Strategy and the European Youth Goals, the project combined qualitative and quantitative methods between 2022 and 2023. These methods included semi-structured interviews with adolescents (n = 15) and youth sector professionals (n = 16), an online survey of professionals (n = 60) and five workshops involving professionals, young people and administrative leaders. Aims for ten thematic fields were formulated, accompanied by an action plan. Of the ten areas identified, seven are described briefly while three are explored in depth: participation and political education (embedding youth voice, co-decision, and civic engagement); health promotion and prevention (integrating behavioural and structural determinants, with a focus on mental health, risk-informed behaviour, and coordinated services); and diverse education and information (promoting equity across formal, non-formal, and informal learning; encouraging multi- professional cooperation; and providing guidance for educational and career pathways). The strategy was accepted by the Styrian Provincial Parliament and incorporated into the Styrian Youth Act, influencing funding cultures and administrative practice. Limitations include the challenge of adequately representing a heterogeneous youth population within finite resources. Ongoing evaluation, inclusive participation formats and international exchange are recommended. This process shows how participatory governance, intersectoral coordination and data-informed planning can transform criticism into constructive institutional development and consensus-based implementation.
Downloads
References
Albert, M., Hurrelmann, K., Leven, I., Quenzel, G., & Schneekloth, U. (2019). Der Nutzen des Begriffs Generation in Soziologie und Jugendforschung [The Use of the Term “Generation” in Sociology and Youth Research]. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 71(3), 457–469.
Auferbauer, M., & Straßegger-Einfalt, R. (Eds.) (2021). Lebenswelten_St. Lebenssituation und Wertehaltungen junger Menschen in der Steiermark [Lifestyles: The Living Conditions and Values of Young People in Styria]. Verlag für Jugendarbeit und Jugendpolitik.
Austrian Committee for Children‘s Rights. (2026). All children have rights! https://unicef.at/informieren/kinderrechte/
BBO-LG. (2017). Steirische Strategie für Bildungs- und Berufsorientierung [Styrian Strategy for Educational and Career Guidance]. Bildungs- und Berufsorientierung – Landesgremium Steiermark.
Bronfenbrenner, U. (2000). Ecological systems theory. American Psychological Association. Bugram, Chr., Gspurning, W., Heimgartner, A., Hofschwaiger, V., Pieber, E. M., & Stigler, V. (2014). Evaluation der Schulsozialarbeit in der Steiermark [Evaluation of School Social Work in Styria]. Provincial Government of Styria/Land Steiermark.
Bundeskanzleramt Österreich. (2024). Österreichische Jugendstrategie. Umsetzungsbericht 2024 [Austrian Youth Strategy: 2024 Implementation Report]. Bundeskanzleramt, Sektion Familie und Jugend.
Dahlgren, G., & Whitehead, M. (1991). Policies and strategies to promote social equity in health. Background document to WHO - Strategy paper for Europe (Arbetsrapport 2007:14). Institute for Futures Studies.
European Union (EU). (2018). Resolution of the Council of the European Union and the Representatives of the Governments of the Member States meeting within the Council on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL
Felder-Puig, R., Teutsch, F., & Winkler, R. (2023). Gesundheit und Gesundheitsverhalten von österreichischen Schülerinnen und Schülern. Ergebnisse des WHO-HBSC-Survey 2021/22 [Health and Health Behaviours of Austrian Students. Results of the 2021/22 WHO-HBSC Survey]. Federal Ministry Labour, Social Affairs, Health, Care and Consumer Protection Republic of Austria (BMSGPK).
Fend, H. (1988). Sozialgeschichte des Aufwachsens: Bedingungen des Aufwachsens und Jugendgestalten im zwanzigsten Jahrhundert [The Social History of Growing Up: Conditions of Upbringing and Youth Cultures in the Twentieth Century]. Suhrkamp.
Gspurning, W., & Heimgartner, A. (2016). Offene Jugendarbeit in Österreich [Outreach Youth Work in Austria]. Provincial Government of Styria/Land Steiermark.
Havighurst, R. J. (1953). Human development and education. McKay.
Heimgartner, A., & Reicher, H. (2023). Partizipation als Qualitätsmerkmal in der Kinder- und Jugendhilfe in Österreich [Participation as a Quality Indicator in Child and Youth Services in Austria]. In S. Eberitzsch, S. Keller, & J. Rohrbach (Eds.), Partizipation in stationären Erziehungshilfen: Perspektiven, Bedarfe und Konzepte in der Schweiz [Participation in Residential Educational Support: Perspectives, Needs, and Approaches in Switzerland] (pp. 61–72). Beltz Juventa.
Keyes, K. M., & Platt, J. M. (2023). Annual Research Review: Sex, gender, and internalizing conditions among adolescents in the 21st century - trends, causes, consequences. The Journal of Child Psychology and Psychiatry, 65(4), 384–407. https://doi.org/10.1111/jcpp.13864
Koschmieder, C., & Unterköfler-Klatzer, D. (Eds.) (2025). Teaching and Learning International Survey. Evidenzbasierte Einblicke in Unterricht, Professionalisierung und die schulische Arbeitswelt [Evidencebased insights into teaching, professionalization, and the school work environment]. Leykam.
Lederer-Hutsteiner, T., & Koberg, H. (2024). Aktionsplan Steiermark zum Umgang mit Suchtverhalten im Internet [Styria Action Plan for Addressing Addictive Online Behavior]. Health Fund Styria/Gesundheitsfonds Steiermark.
Lederer-Hutsteiner, T., Müller, K. W., Penker, M., Stolz, E., Greimel, E. R., & Freidl, W. (2024). The mediating effect of after-midnight use of digital media devices on the association of internet-related addictive behavior and insomnia in adolescents. Frontiers in Public Health, 12, 1–14. https://doi.org/10.3389/fpubh.2024.1422157
Loch, U. (2016). The Family as a Place of Education. Between a School-Centred Focus on Education and Family Needs. Center for Educational Policy Studies Journal, 6(4), 93–112.
Mannheim, K. (1964). Das Problem der Generationen. In K. H. Wolff (Ed.), Wissenssoziologie: Auswahl aus dem Werk [Sociology of Knowledge: Selected Works] (pp. 509–565). Luchterhand.
Meusburger, K., Jöstl, G., Kohler-Spiegel H., Straßegger-Einfalt, R., & Weinberger, A. (2021). Zukunftserwartungen und Werthaltungen junger Menschen [Young People‘s Expectations for the Future and Values]. In Jugendforschung Pädagogische Hochschulen Österreichs (Eds.), Lebenswelten 2020. Werthaltungen junger Menschen in Österreich [Lifestyles 2020: The Values of Young People in Austria] (pp. 73–124). Studienverlag.
Odgers, C. L., & Jensen, M. R. (2020). Adolescent development and growing divides in the digital age. Dialogues Clinical Neuroscience, 22(2), 143–149. https://doi.org/10.31887/DCNS.2020.22.2/codgers
Quenzel, G., & Hurrelmann, K. (2022). Lebensphase Jugend [Adolescence as a Life Stage] (14th ed.). Beltz.
Radulović, L., & Stančić, M. (2017). What is Needed to Develop Critical Thinking in Schools? Center for Educational Policy Studies Journal, 7(3), 9–25. https://doi.org/10.26529/cepsj.283
Rozmanič, T., Pižorn, K., Matić, T. (2025). The Pupils’ and Students’ Knowledge, Skills and Attitudes Towards Multilingualism. In S. Karpava (Ed.), Multilingualism and Multiculturalism in Language Education (Vol. 49, pp. 73–86). Springer. https://doi.org/10.1007/978-3-031-76043-3_4
Sande, M., Dekleva, B., Tadič, D., Pavel, J. R., Rozman, M. M. K., & Razpotnik, Š. (2025). “Take me Seriously and Accept me as I am” – Understanding the Help-Seeking Process and the Counselling Relationship when Working With Young People Who Use Drugs. Archives of Psychiatry Research, 61(2), 171–180.
Sardoč, M. (2021). Citizenship, Social Change, and Education. Center for Educational Policy Studies Journal, 11(2), 97–109. https://doi.org/10.26529/cepsj.1093
Schlack, R., Neuperdt, L., Junker, S., Eicher, S., Hölling, H., Thom, J., & Beyer, A. (2022). Veränderungen der psychischen Gesundheit in der Kinder- und Jugendbevölkerung in Deutschland während der COVID-19-Pandemie [Changes in Mental Health Among Children and Adolescents in Germany During the COVID-19 Pandemic]. Robert Koch Institut. https://doi.org/10.31234/osf.io/tsqh9
Schmich, J., & Itzlinger-Bruneforth, U. (Eds.) (2018). Rahmenbedingungen des schulischen Lehrens und Lernens aus Sicht von Lehrkräften und Schulleitungen im internationalen Vergleich: TALIS 2018 (Band 1) [An International Comparison of the Context of Teaching and Learning in Schools from the Perspective of Teachers and School Administrators]. Leykam.
Sušić, B. B., & Brebrić, V. (2025). Educating Children for Creativity and Democracy Through a Music and Drama Community of Practice. Center for Educational Policy Studies Journal, 15(2), 201–226.
World Health Organization. (1986). The Ottawa Charter for Health Promotion. WHO.
x-sample. (2023). Prävalenzschätzung und Strategieentwicklung zur suchtassoziierten Internetnutzung in der Steiermark [Estimating Prevalence and Developing Strategies for Addiction-Related Internet Use in Styria]. Health Fund Styria/Gesundheitsfonds Steiermark.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

