News

Are the issues children and families face today similar to those from decades ago?  

For Mateja Hudoklin, Head of the Centre for Mental Health of Children and Adolescents in Ljubljana, in many ways, they are. “New challenges like technology and social media have emerged, but children have always faced learning difficulties, emotional problems, and family struggles,” she says.

“Poverty existed 70 years ago, and it still exists today. The circumstances have changed, but the essence of human challenges hasn’t. Our brains, emotions, and relationships function in much the same way.” What it changes, she adds, is the environment: wars, migration, technology, and social pressures.

Established in 1955, shortly after World War II, when many families were still traumatised, the Centre for Mental Health of Children and Adolescents in Ljubljana has provided vital support to young people and their families. “In the 90s, we supported refugee families from the Balkans,” Hudoklin explains. “Today, children worry about conflicts they see in real time (in Ukraine, Israel, or Gaza). So while the context evolves, the underlying human difficulties remain surprisingly similar.” 

Founded by the Municipality of Ljubljana, the centre offers psychological, psychiatric, and educational assistance to children facing emotional, behavioural, or developmental challenges. Its multidisciplinary approach, combining the expertise of psychologists, psychiatrists, social workers, and educators, makes it a model for holistic mental health care in Slovenia. 

In a conversation with Eurocities, Mateja Hudoklin reflects on how children’s issues have evolved (and stayed the same) over the decades, the importance of teamwork in supporting families, and how local authorities can contribute to children’s well-being and resilience. 

Could you explain the role the centre plays in supporting children and families in Ljubljana?  

We provide mental health support for children, adolescents, and their families, and work closely with other institutions involved in their lives, especially schools, kindergartens, social welfare services, and sometimes even courts or the police, depending on the situation. 

Besides clinical work, we also run lectures and training sessions for teachers, school staff, parents, and other professionals who want to deepen their understanding of mental health. We publish educational materials and maintain a volunteer network of mostly students of social work, psychology, or education, who visit families once a week to offer social and emotional support, especially in families facing complex challenges such as financial hardship, parental mental health issues, or high-conflict divorces. 

Has your approach to addressing these challenges changed over time? 

Yes, definitely. Advances in psychology, psychiatry, and education have improved how we understand and support children. We now know much more about conditions such as autism, ADHD, or dyslexia, and we have more effective methods to help children and families cope with these challenges. 

Still, the fundamental human issues (emotional struggles, family conflicts, learning difficulties) remain the same. What has evolved is our knowledge, tools, and awareness that each child is unique and that teamwork among professionals is essential for meaningful support.

How is the work of multidisciplinary teams in the centre? 

We currently have 35 employees, most of whom are mental health professionals. About half are clinical psychologists, and we also have three child psychiatrists, several social workers, special educators, and one speech therapist. We work in multidisciplinary teams (usually at least two professionals per case) because children’s difficulties are often complex and interconnected. 

For instance, if a child has learning issues, we involve a psychologist and a special teacher. If the problem is emotional, such as depression or anxiety, we work with a psychologist, a psychiatrist, and sometimes a special teacher as well, since mental health difficulties often affect school performance. Most of our work is individual, but we also organise group therapy and regular meetings with schools, parents, and other professionals to create joint plans and find the best solutions together. 

You follow individual approaches, but also organise group sessions. How are these organised? 

We work in several formats. Some groups are for children only, others for parents, and sometimes we combine both.  

For example, we are implementing an Australian programme for treating anxiety in children called Cool Kids. For younger children, parents are involved in parallel sessions, while adolescents often attend on their own. 

We also organise psychoeducational groups for parents, helping them understand and manage their children’s challenges, as well as workshops for teachers on how to support students with specific needs such as ADHD. The approach varies depending on the issue and age group. 

What are the main challenges children face today, especially in a city like Ljubljana? 

One major challenge is access to mental health services. In Slovenia, most of these services are public and, unfortunately, insufficient to meet the growing demand. Waiting times are long (sometimes up to a year for an initial psychological assessment, which is a long time in a child’s life). 

Our centre is the largest of its kind in the country, but there are smaller centres at the primary level as well. Still, more resources and coordination are needed nationwide. On a positive note, we receive strong support from the Municipality of Ljubljana and funding from the National Health Insurance Company. However, our work sits at the intersection of healthcare, education, and social welfare, which can sometimes make it difficult to fit neatly into one administrative framework. 

From the child’s perspective, though, these divisions don’t make sense. Their needs are interconnected. That’s why our holistic, team-based approach is so effective: it allows us to address educational, emotional, and social aspects together.

Why are teamwork and integrated services so important in your field?  

Because children’s problems are rarely isolated. Each professional (a psychologist, psychiatrist, or social worker) brings a different perspective. By working together, we can see the whole picture and identify the real causes behind a child’s difficulties. 

We always try to understand what’s happening with the child and family as a system. Only by combining our expertise can we design effective, realistic plans that families can actually follow. Working in teams may seem more complex or costly at first, but in the long term, it’s much more efficient and beneficial for the child. 

How do you define success in your work? 

For us, success means that families can manage their problems on their own. The goal isn’t to eliminate every difficulty, but to empower families to cope effectively. 

We know we’ve succeeded when families say, “We can handle this ourselves now,” or when children’s symptoms improve (for example, when a child who was too anxious to attend school starts going again). Sometimes families contact us years later to tell us how well they’re doing (that their child has finished school or found a job), and those moments are very rewarding. 

In some cases, we even see parents bringing their own children to us years later, remembering how much the centre helped them in their own childhood. That’s a powerful sign that our work makes a lasting difference. 

From your perspective, what can local governments do to better support children? 

The City of Ljubljana already does a lot to support children’s well-being, and that commitment should continue. Ljubljana is a good example of a city that recognises the importance of mental health services. We have a great working relationship with the municipality and enough autonomy to develop our programmes according to children’s needs. 

Of course, there’s always room for improvement and new ideas, but the mutual understanding and trust we have with local authorities are invaluable. That collaboration is what truly allows us to help children and families in the best possible way.

Beyond education and infrastructure, it’s important to invest in a healthy urban environment, such as green spaces, sports facilities, and cultural activities. A healthy lifestyle directly contributes to good mental health. 

Local authorities could also support more community-based initiatives as safe spaces where children can spend time after school, socialise, and receive informal support from adults or volunteers. Not every child needs clinical help; sometimes they just need a positive, structured environment. 

I’ve seen good examples of this in other European countries, like Sweden, where community centres play a key role in preventing risky behaviour. That’s something worth replicating here. And, of course, continuing to support institutions like ours, which combine education, health, and social care, is crucial for building healthier communities. 

 ___________________________________________________________

Mateja Hudoklin will be speaking at the Eurocities Social Innovation Lab, which will take place in Ljubljana from 5 to 7 November. Members can register here.

Against a backdrop of growing urban inequalities, mental health challenges, educational and social disparities, and violence against children, cities are increasingly at the forefront of ensuring that every child can thrive. The Lab will serve as a space for cities to co-create innovative, actionable responses that tackle the pressing challenges faced by children across Europe.  

The thematic priorities for this year’s Social Innovation Lab include mitigating child poverty, implementing the EU Child Guarantee at the local level, combating violence against children, strengthening integrated child protection systems, and promoting physical health and wellbeing among children and youth, including equal opportunities and access to services for children with disabilities.