Diversity and inclusion in education reflect the heterogeneity of modern societies, recognising both differences and similarities between individuals (Gardenswartz & Rowe, 2003). Diversity encompasses visible and invisible characteristics such as ethnicity, nationality, gender identity, age and disability, and should be valued as an asset in learning environments (Booth & Ainscow, 2016). Emphasising diversity not only promotes mutual respect between different groups but also serves to highlight social inequalities. Inclusion, as the counterpart of diversity, aims to ensure equal opportunities and participation for all, especially in education (Ydo, 2020). Although we usually think of aspects of diversity separately (e.g. gender), a multidimensional model describes diversity as an individual personality influenced by factors from internal, external and organisational dimensions (Gardenswartz & Rowe, 2003), where these dimensions are not isolated but also interrelated as they can intersect and interact. This concept, intersectionality, recognises that individuals have more than one social affiliation, which is socially constructed and interrelated, emphasising the importance of an inclusive approach to tackling discrimination (Crenshaw, 1989). 

Diversity-sensitive approaches in education are essential to promote equity and inclusion. Educational materials are key tools for engaging students with diverse societies and perspectives. Their selection can either empower students by affirming cultural practices or marginalise them by affecting inclusion and representation in education. The inclusion of diverse perspectives in educational materials promotes empathy, identity development and a sense of belonging (Monoyiou & Symeonidou, 2016) and reduces biases (Fuchs & Bock, 2018). However, representation in educational materials can reinforce stereotypes, especially for marginalised groups (Monoyiou & Symeonidou, 2016), as, for example, children with disabilities have historically been misrepresented or excluded (Favazza et al., 2017). To counter this, characters should be portrayed as multidimensional individuals with emotional depth and agency (Monoyiou & Symeonidou, 2016). More specific educational materials, including digital intervention and prevention programmes for adolescent mental health, are increasingly available. The representation of diverse experiences in interventions can help counter discrimination (e.g., reducing gender stereotyping, Master, 2021; and promoting inclusion, Aboud et al., 2012). However, they often benefit already privileged groups or even disadvantage marginalised groups (Adu et al., 2024). One promising strategy to address this lack of diversity-sensitive content is to involve young people in the research process and listen to their diverse voices (Soubutts et al., 2024). Tailoring content to the target group increases engagement and effectiveness, particularly for marginalised groups (Lee et al., 2023). Participatory research with young people provides valuable insights into their lived experiences and helps to create more relevant and inclusive educational materials (Soubutts et al., 2024). It has been shown to have numerous benefits for the target group, including the improvement of services that consider their specific needs and preferences, and the empowerment of young people through the development of skills and self-esteem (Sinclair & Franklin, 2000, as cited in Sinclair, 2004). 

This study highlights the need for diverse representation and youth engagement in the development of educational materials, especially in mental health programmes. It involved 96 students (aged 12-15) from Austria, Poland and Slovenia in participatory workshops of the Erasmus+ project me_HeLi-D. Together, the students defined diversity and intersectionality and provided insights on inclusivity and respectful representation in digital mental health programmes. Their recommendations aim to guide the creation of sensitive and inclusive educational resources, highlighting the importance of engaging young people to create more inclusive and equitable learning environments.

The study conducted participatory workshops in Austria, Poland, and Slovenia as part of the Erasmus+ project me_HeLi-D, aimed at developing a digital program to promote mental health among young people. The workshops, held in December 2023, were structured similarly in all three countries, involving 96 students aged 12-15 from urban and suburban schools. Each session lasted 90 minutes, was facilitated by teachers and researchers, and focused on exploring the representation of diversity in mental health programs. Ethical approval was obtained from the University of Graz, and informed consent was gathered from students and their caregivers. The workshop consisted of two parts: a feedback survey and a diversity activity. The diversity activity aimed to engage students in shaping the content of the digital mental health program by discussing the representation of diversity. The activity followed three steps. First, students developed a common understanding of diversity, using Gardenswartz and Rowe’s (2003) Diversity Wheel as a guide. Second, students researched and discussed examples of diversity representation in textbooks and social media. Lastly, they contributed recommendations on how diversity should be represented in the me_HeLi-D program. They made suggestions and recommendations on the following questions: a) “How can we ensure that diversity is represented in the me_HeLi-D programme? What needs to be done, so that you can find/see yourself in it?" b) "What should be avoided?". The students were asked to write their answers (anonymously) on post-its and stick them on the corresponding poster with either Do’s or Don’ts. The activity resulted in 213 responses and 227 statements from students, demonstrating their active participation and motivation. Data from the workshop was analyzed using content analysis in MAXQDA 2024. The responses were coded deductively and inductively based on diversity dimensions such as age, gender, ethnicity, religion, sexual orientation, disability, and body image. The coding process involved collaboration between national researchers and colleagues from other countries to ensure intercoder reliability (Kappa_AUT = 0.86, Kappa_Slo = 0.86, Kappa_Pol = 0.94).

The students' recommendations for diversity representation in a digital mental health program reflect a desire for respectful, inclusive, and engaging content, promoting fair representation while avoiding harmful stereotypes. The first theme, Core Values and Behaviours, emphasized equity, ethics, and prosocial behaviour. Students advocated for avoiding unethical actions (e.g., hate speech) and discrimination (e.g., racism), rejecting stereotypes and uniform representations (e.g., gender). They called for content that reflects the complexity of society, promotes positive social interactions, and contributes to reducing stereotypes and fostering inclusivity. In the second theme, Diversity Representation in Specific Dimensions, students recommended showcasing diverse personalities and highlighting various aspects of diversity (e.g., age, sexual orientation, gender identity). They particularly emphasized the importance of representing a wide range of physical features (e.g., body shapes, skin colours). This reflects the students' awareness of how representation can help users feel validated and seen. However, some Slovenian students expressed reservations about depicting certain aspects of diversity, like gender identities, sexual orientation, and social groups (e.g., the homeless). Two additional themes focused on the program's characteristics: Engagement (e.g., customizable avatars) and Support (e.g., help chat), which highlighted the need for dynamic, engaging content that fosters and supports user involvement. Cross-national differences showed both commonalities and cultural influences suggesting that cultural contexts shape perceptions of diversity. Despite a general desire for inclusivity, some students still exhibited biases, particularly regarding sexual orientation and gender identity, highlighting that biases or discomfort with certain diversity dimensions persist among some students. The study underscores the importance of youth engagement in creating inclusive educational materials, particularly in mental health programs. It highlights the need for digital content that reflects diverse identities and experiences, fostering equity, support, and engagement. The findings also stress the value of participatory approaches in content development, ensuring relevance and respect for diverse experiences.

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