Service user involvement in the design and delivery of education programmes for professionals is a key tenet of current policy. This study used a qualitative approach to explore the experiences of young mothers, students and academics who participated in an initiative aimed to coproduce and deliver a teaching resource focusing on becoming a mother and receiving services. The findings from the focus group interviews suggested that involving service users in student learning can provide an opportunity for open and honest dialogue, where assumptions and stereotypes can be challenged and better understood. It can also encourage users who are often seen as ‘hard to reach’ to be more actively involved in shaping the development of professionals
