Intergenerational care lessons shared at JS Festival in Tochigi
The 1st National Elderly Welfare Facility Conference and Research Meeting, known as JS Festival in Tochigi, brought together professionals working across Japan’s aging-care sector. Facility leaders, frontline practitioners, researchers, suppliers, and community partners gathered to examine practical responses to changing needs in elderly welfare.
Among the valuable themes were intergenerational programs: activities that connect older adults with children, students, families, or younger community members. Research presentations and practice reports explored how these encounters can support social participation, emotional well-being, learning, and stronger local relationships.
The meeting was especially useful because it connected academic findings with everyday care. Presenters discussed what makes an intergenerational project meaningful, how staff can organize it safely, and how outcomes can be assessed beyond attendance figures or short-term enjoyment.
Why intergenerational programs matter in elderly care
Intergenerational activities create opportunities for older people to contribute rather than being viewed only as recipients of support. Conversations with schoolchildren, collaborative craft projects, music sessions, storytelling, and technology exchanges can draw on residents’ memories, skills, and personal histories.
The research shared at JS Festival also reflected a broader understanding of healthy aging. Participation may encourage communication, stimulate memory, and give residents a stronger sense of purpose. For younger participants, contact with older adults can develop respect, empathy, and a more nuanced understanding of aging.
These outcomes depend on the quality of the interaction. A brief ceremonial visit may be enjoyable, but sustained programs allow relationships to develop. The strongest examples appeared to treat older people and younger participants as partners in a shared activity, rather than arranging a one-way performance for an audience.
Findings from presentations and practice reports
Several common findings emerged from the conference discussions. First, preparation strongly influences the result. Staff need to consider group size, noise levels, mobility, communication styles, infection prevention, and the time of day when residents are most comfortable and alert.
Second, successful programs tend to have a clear but flexible purpose. A cooking activity might promote conversation and sensory engagement, while a local history project can help residents share memories and give students a deeper connection to their community. The activity should provide structure without making participation feel like a test.
Evaluation was another important theme. Useful measures can include the number of residents who take part, the duration of conversations, changes in observed mood, and feedback from families or partner schools. Qualitative records—such as a resident initiating contact or recalling a participant’s name—can reveal progress that standard numerical indicators miss.
Turning shared evidence into a workable model
The presentations suggested that intergenerational care works best when it is integrated into facility planning. A program should have an identified coordinator, reliable community partners, agreed safeguarding procedures, and a schedule that staff can maintain. Depending entirely on one enthusiastic employee can make an otherwise successful project difficult to continue.
Partnership design also matters. Schools, universities, youth groups, libraries, and neighborhood associations may offer different strengths. Students can support digital storytelling, children may participate in seasonal events, and local organizations can help recruit volunteers. Clear roles prevent confusion and make it easier to respond when participants have different abilities or expectations.
The following comparison summarizes how program formats may serve different goals:
| Program format | Main strength | Points for care teams |
|---|---|---|
| Storytelling and local history | Values residents’ memories and identity | Prepare prompts, record consent, and allow extra time for replies |
| Shared arts and crafts | Encourages relaxed conversation and visible cooperation | Adapt tools and tasks for mobility or vision needs |
| Cooking and nutrition activities | Combines sensory experience, learning, and social contact | Manage allergies, hygiene, swallowing risks, and portion sizes |
| Digital exchange | Builds confidence with technology and new forms of communication | Provide patient support and protect personal information |
| Community service projects | Gives participants a shared purpose | Define responsibilities and ensure the activity is physically suitable |
Nutrition, hydration, and shared daily routines
Intergenerational programming does not have to be separate from essential care themes. Food and drink activities can become opportunities for education, conversation, and mutual contribution when they are carefully planned. Older participants may share familiar recipes, while younger people can introduce new ingredients or help document preparation methods.
Nutrition and hydration require professional oversight, particularly for residents with dysphagia, diabetes, allergies, or cognitive impairment. A practical resource on the nutrition workshop guide can help care teams connect group activities with safer everyday support.
The conference’s wider lesson was that ordinary routines can carry social value. A snack session, garden project, or shared meal may promote hydration and appetite while also encouraging conversation. The activity should remain inclusive, with alternatives available for people who cannot eat certain foods or participate in preparation.
Supporting dignity, safety, and inclusion
Intergenerational contact must protect the dignity of every participant. Older adults should be able to choose whether to join, leave an activity, or participate in a quieter role. Children and students also need clear guidance about respectful language, privacy, consent, and appropriate physical contact.
Accessibility should be planned from the beginning rather than added later. This may involve seating arrangements, hearing support, large-print materials, visual instructions, wheelchair access, and calm spaces for residents who become overwhelmed. Staff should observe interactions without taking control of them unnecessarily.
Safeguarding procedures are equally important. Facilities need consent processes for photographs and recordings, rules for personal information, supervision arrangements, and an agreed response to accidents or distress. A safe environment gives participants confidence and helps partnerships continue beyond a single event.
Building stronger evaluation and continuity
Research presentations can influence practice when findings are translated into questions that teams can use. Before an activity, staff might identify the intended outcome: increased conversation, greater confidence, improved connection with the community, or meaningful use of residents’ life experience. Afterward, they can compare observations with participant feedback.
Evaluation should include different voices. Residents may describe enjoyment or fatigue, families may notice changes in mood, younger participants may report new understanding, and staff may identify operational barriers. Combining these perspectives produces a more balanced picture than relying on attendance alone.
Continuity is often the difference between an interesting event and a lasting program. Facilities can create a simple annual calendar, keep records of partner contacts, and review each session with participants. Small, regular meetings may be more sustainable than occasional large-scale events requiring extensive preparation.
Applying the learning beyond the festival
JS Festival in Tochigi demonstrated the value of bringing research, facility experience, and community practice into the same professional setting. The intergenerational work presented there offered a practical message: relationships are strengthened through purposeful activity, careful preparation, and repeated opportunities to meet.
Care organizations can begin with a modest pilot, such as a monthly storytelling group or a shared seasonal craft session. They can then document what residents value, adjust the format, and develop partnerships based on evidence rather than assumptions. Suppliers and specialist organizations may also contribute tools, training, or accessible materials.
Professionals seeking event information, documentation, or clarification about related activities can contact the event secretariat. Reviewing the lessons from the JS Festival and applying them locally can help care teams create programs where older adults, younger people, and the wider community learn from one another. Start with one well-supported connection, evaluate its impact, and build from there.