At Science Café 45, researchers and young experts joined forces to review new materials being developed for the Youth-GEMs Knowledge Platform and to discuss ongoing research on the relationship between epigenetics, the immune system and mental health. The session provided an opportunity for young experts to give direct feedback on educational materials and to ask questions about emerging research.
The first part of the session focused on e-learning modules being developed by Isabella and Shanti, students at the University of Applied Sciences in Utrecht in The Netherlands. The modules are designed to help teachers and parents better recognise and respond to mental health challenges in young people. Isabella presented part of a module covering adolescent development, identity and self-image, recognising signs of mental health challenges and ways of providing support. One of the videos presented in the module used AI-generated visuals and voiceover. The young experts appreciated the work that had gone into developing the video, while also identifying several ways it could be improved. They suggested using more easily digestible visuals instead of bullet points and revisiting parts of the script. The group also discussed the value of using a human voice rather than an AI-generated voice. A human narrator could make the content feel more personal and relatable, particularly for teachers and parents who may be skeptical about AI. The discussion also highlighted the importance of ensuring that educational materials are relatable not only to adults, but also to young people themselves. The young experts offered to review future scripts and help make sure that the language and examples resonate with their experiences.
Shanti then briefly introduced another e-learning module, which focuses on diagnosis and the importance of seeing the person beyond a diagnosis. The module explores both the potential benefits of receiving a formal diagnosis and the risks of stigma and labelling. The young experts appreciated the clear, step-by-step structure and the balanced way in which the topic was presented. They suggested placing even greater emphasis on the fact that stigma and misunderstanding around mental health conditions can create additional difficulties for young people. The discussion reinforced the importance of presenting a diagnosis as a medical framework rather than a definition of someone’s personality, abilities or potential.
The second part of the session focused on research presented by PhD candidate Winni Schalkwijk who is exploring the relationship between epigenetics, the immune system and mental health across development. Winni used the metaphor of a library to explain epigenetics: DNA can be thought of as a library containing books representing genes, while epigenetic marks act like tags and arrangements on the shelves that influence which books can be accessed and read. These mechanisms can change over time and may respond to environmental influences.
Using data from two large birth cohort studies, Generation R in Rotterdam and ALSPAC/Children of the 90s in Bristol, Winni is investigating how immune-related epigenetic patterns develop from childhood into young adulthood and how they relate to mental health. Her research aims to develop immune epigenetic scores, examine their relationship with mental health across development, explore longer-term associations with mental health and investigate whether early-life stress influences these relationships.
Youth-GEMs would like to thank the European Youth Mental Health (EYMH) network and all the young experts who contributed their time, perspectives and expertise to the discussion. Their input is an important part of ensuring that the Knowledge Platform and future research remain relevant, accessible and responsive to the experiences and needs of young people.
