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Abstract
Background and aims: Approximately 26% of adolescents experience chronic pain. Pain science education may help adolescents better understand their own and others' pain. Co-design of pain education is needed to improve implementation and target public needs. This study aimed to co-design pain science education material for Swiss 9th-grade with teachers, students, and experts. Methods: The four phases of the Double Diamond Framework structured the co-design process. Two groups were formed: (1) three pain education experts and one anthropologist; and (2) three teachers and four students from Central Switzerland. Guided by two facilitators, the groups participated in eight iterative online workshops using design thinking methods, such as persona creation and role-play. Co-designers provided feedback using the Public and Patient Engagement Evaluation (PPEE) tool. Results: Co-designers developed a toolbox comprising five ‘modules’: (i) Pain is a common sensation, and each experience is unique; (ii) Pain has many causes and is influenced by various factors; (iii) The experience of pain can help protect us; (iv) Our brain and body are bioplastic; (v) I can influence my pain and others' pain. Learning outcomes, teaching content, and assessment methods were developed for each module. Conclusions: Students, teachers, and researchers successfully co-designed a pain science curriculum for Swiss schools. Future exploratory studies will test the curriculum's effects.