This article discusses how positive deviance enhances knowledge use in youth inclusion, suggesting implications for policy and practice.
The article argues that PD represents a promising strategy for interactive knowledge mobilisation by reconfiguring the relationship between evidence, policy and practice. It contributes to debates on co-creation and knowledge use by demonstrating how practice-based knowledge can act as a driver of change. Certain limitations related to institutional scalability are discussed. The findings have implications for research, policy and practice addressing complex social challenges.
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Sønderskov et al. (2026) studied this question.
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