Symposium: Towards Enhancing Social Participation in Later Life: Intersectional Reflections from Gerontological Research in Quebec and Chile

Older 2SLGBTQIA+ adults—Two-Spirit, Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex, Asexual, and those using additional identity terms— experience systemic discrimination and stigma compounded by ageism. These intersecting forms of discrimination increase their risk of disability and restrict opportunities for social participation. Although supporting the social participation of 2SLGBTQIA+ adults with disabilities is essential to well-being, intersectional research focusing on this population remains limited. This study therefore aimed to explore the social participation needs of 2SLGBTQIA+ adults with disabilities. Using a qualitative exploratory design and thematic content analysis, go-along interviews and photovoice were conducted with seven 2SLGBTQIA+ adults aged 40 and over living in Quebec who have disabilities. Four categories of needs emerged. First, recognition and support of intersectional identities, creating participation environments that affirm both 2SLGBTQIA+ identities and disability status while challenging related discrimination. Second, safe and welcoming social environments, ensuring spaces free from micro-aggressions, as repeated negative experiences over time shape whether social participation is perceived as meaningful or discouraging. Third, strategies to manage discomfort in social contexts, involving the development of skills to navigate situations in which their presence may generate unease. Fourth, accessible opportunities for participation, including clear information on how activities can be adapted for equal participation, as a lack of control over obstacles often leads to frustration. These findings highlight the importance of enhancing societal understanding of the multiple challenges and barriers experienced of intersectional discrimination and of engaging in dialogue with those from diversity about their everyday impact.

People aging with traumatic brain injury (TBI) encounter intersecting challenges including stigma, social exclusion, and fewer opportunities for connectedness that reflect global inequities in healthy aging. Addressing these issues requires cocreated solutions to foster sustainable and relevant responses. Intergenerational programs, recognized worldwide for supporting social participation, remain underexplored for this group. This study sought to co-develop an intergenerational art-based program exploring aging via traveling photography exhibition, identify its barriers/facilitators, and explore perceived impacts on social participation.  Guided by a participatory action approach and informed by Design Thinking, the research team co-developed the program in collaboration with a steering committee comprising four individuals with TBI from different generations, one community worker, one manager, and the research team. Co-design activities included brainstorming and prototyping. The co-development led to the creation of a seven-session intergenerational program and all accompanying materials for implementation. It was delivered from fall 2024 to summer 2025 in a community organization with eight intergenerational dyads of people living with TBI. Following the implementation, semi-structured interviews were conducted with participants, community worker, and the organization’s manager. Data were analyzed using the Framework Method. Participants reported enhanced social participation, self-expression, and meaningful intergenerational connections. They felt valued and empowered through sharing their experiences, enriched by collaboration with professional photographers, though greater flexibility for diverse abilities was suggested. Co-developed, art-based intergenerational programs can strengthen social participation while contributing to global reflections on healthy and equitable aging. This project demonstrates how community-level initiatives can inspire scalable models of inclusive engagement across contexts. 

As being 80 or older, having a low income or disability, or belonging to ethnic, linguistic, sexual or gender minorities increase the risk of exclusion, it is essential to foster social participation and connection among marginalized older adults, especially during neighborhood revitalizations. By, for and with them, this study aimed to document needs, facilitators and barriers, and explore how three interventions (coffee-meetings, art workshops, guided library tours) could foster the social participation and connection of older adults at risk of social exclusion in a revitalizing city. An action research design was used with 32 older adults, 1 caregiver and 5 community partners, and interventions experienced by another 20 older participants (71±4.5; 16 women). Individual and collective social participation and connection needs related to inclusive environments, i.e. adapted, safe, clean and healthy; with access to activities, resources, affordable transportation and housing; accompanied to participate in activities; and informed about social participation opportunities. Main facilitators were health, income, public space designed to promote social interaction, activities offered, assistance of family and friends, and security. Obstacles were disabilities, precarious living conditions, COVID-19 restrictions and discrimination. Older participants reported positive effects on their personal factors, physical environment, and social participation. The location of activities, adaptation to their preferences and social interactions were the main facilitators for their participation, while lack of accessibility was the main obstacle. Alongside physical environment, it is important to consider the social environment in revitalization initiatives to foster social participation and connection, as well as awareness of community services.

Higher education constitutes a key space for older adults' social participation, where intersectional barriers linked to age, socioeconomic class, and cultural capital converge. In Latin America, and particularly in Chile, this remains an under-explored domain with only incipient intergenerational initiatives emerging within universities. This study analyses interactions within an intergenerational undergraduate Social Work course at Pontificia Universidad Católica de Chile, where young and older students shared the classroom throughout one semester.

Using qualitative methodology, systematic observations were conducted across methodologically diverse classes, recording didactic dynamics, group work, and barriers to intergenerational coexistence. Students authorised observation through informed consent. Content analysis revealed a progressive transformation in interactions: from initial silence and age-based segregation towards horizontal conversations, thematic diversification, and mutual recognition.

However, significant intersectional obstacles also emerged: intergenerational digital divide limiting access to university platforms, time management shaped by care responsibilities, and institutional barriers such as restricted access to libraries and study spaces. Findings identify necessary adjustments at the teaching, methodological, and institutional levels to ensure equity in participation.

This pioneering Chilean experience demonstrates that higher education can become an effective strategy against ageism and social isolation, promoting meaningful participation. As a result, the university expanded the initiative to ten courses in 2026. The study offers an internationally replicable model for transforming educational institutions into genuinely inclusive spaces that challenge structural exclusions in ageing.