Project Banner - Tall figure hugging a cloud of darkness
2023

Friends of the North

A service combating Nordic darkness through community support, awareness, and reflection

In Sweden, where 1 in 5 people develop clinical depression due to seasonal changes, enduring the relentless darkness isn't just about surviving long nights; it's about building resilience, well-being, and community.

Our mission was to empower fellow students to navigate these challenges and thrive by creating a service that fosters resilience, awareness, and adaptability.

SETTING

Participated in the 2023 Student Service Design Challenge, competing with 20 international teams.

CHALLENGE

Find new ways to improve well-being in the Nordics, focusing on the effects of long seasonal changes and limited daylight.

‍

IMPACT

Created a supportive community for 175,000 international students, fostering awareness and reflection on how seasonal changes affect well-being in the Nordic countries.

UNWRAPPED JOURNEY

SDGs ALIGNMENT

  • Sustainable Development Goal 3: Good Health and Well-Being, represented by a heartbeat monitor icon on a green background.
  • Sustainable Development Goal 4: Quality Education, represented by an open book icon on a red background.
  • Sustainable Development Goal 17: Partnerships for the Goals, represented by an interlinked circles icon on a blue background.
read more about each at https://sdgs.un.org/goals

01 Facing the Nordic DARKNESS

Defining our Mission

The 2023 Student Service Design Challenge sought to enhance global well-being by inviting student teams worldwide to design a human-centred service. The goal was to boost resilience and well-being, support connections, and build sustainable happiness for all.

‍

Spotlighting Struggles

Experiencing Extreme Seasons

In the Nordics, extreme seasonal changes and long periods of darkness pose unique challenges to well-being. Recognizing this, we aimed to find ways to mitigate the impact of darkness on students' lives.

Revealing Student Insights

We conducted initial research with 25 surveys and 7 interviews involving local and international students. Our findings revealed that:

  • Both groups are affected by seasonal changes.
  • Students experience tiredness, disrupted sleep, and lower moods during winter.
  • There's a need to raise awareness of Seasonal Affective Disorder (SAD) and its symptoms.
  • Limited discussions about winter depression highlight the need for more resources and education
An infographic summarizing research findings on Seasonal Affective Disorder (SAD) among students, based on 25 survey responses and 7 interviews. It highlights how reduced daylight impacts emotions and behaviors, with 44% of participants suspecting they experience SAD symptoms. Key coping strategies mentioned include taking Vitamin D, attending social events, focusing on joyful activities, staying active, and maximizing daylight exposure. Quotes from participants illustrate personal struggles, such as decreased motivation, challenges with routines, and feeling depressed. Additional data shows the perceived commonality of SAD, its effects on energy, productivity, sleep quality, and academic performance, and a lack of public resources addressing these challenges. The infographic emphasizes the need for better education and support for those affected by winter depression

Preliminary Research on Seasonal Affective Disorder (SAD)

02 Uncovering Personal Experiences

Beyond the Surface

To better understand how darkness affects students' well-being, we conducted more in-depth research. We used various methods to get a qualitative grasp of the problem and to challenge our initial assumptions.

EXTENDED RESEARCH APPROACH

A close-up of a productivity wall question board displayed in a student building. The board includes a scale for students to mark their productivity level for the day, alongside a pen and promotional flyers for workshops.

WALL QUESTIONS

Placed wall questions in student areas to gather insights on productivity, study performance, and motivation during winter.

Two printed cards used as part of a cultural probe activity, displayed on a terrazzo-style surface. These cards are designed to encourage students to reflect on their daily routines and habits during wintertime.

INTERVIEWS

Conducted interviews with two healthcare professionals from the Student Health Centre to understand why students seek help. And casual conversations with students offered complementary perspectives.

A screenshot of a video call featuring four participants during an interview session. Two individuals appear on the top row and two on the bottom, representing a mix of healthcare professionals and students.
A photo of students seated in a library space, discussing and interacting with materials provided as part of a cultural probe activity. A student leader is seen guiding the discussion.

CULTURAL PROBES

Distributed one-week cultural probes to students to see how they structure their days and to encourage reflection on their winter habits.

A close-up of a student's hands writing on a workshop template. The desk includes markers, a mug, and colorful stationery used for planning an ideal wintertime schedule.

workshops

Asked students to create their ideal weekly timetable reflecting daylight and darkness, revealing how they plan during winter months.

A group of students seated around a table in a classroom, collaboratively working on workshop activities. They are surrounded by papers, stationery, and a kettle for refreshments, fostering a casual and collaborative environment.
A cultural probe activity card placed inside an elevator, designed to prompt reflections on daily habits during winter. The card is mounted on the control panel of the elevator.

Key Discoveries

  • Darkness affects each person's mental well-being differently.
  • Healthcare workers stressed the importance of normalising conversations about mental health.
  • Students prefer lectures during darker hours and save daylight for activities needing extra motivation.
  • There's a need to preserve daylight and acknowledge the clash between societal expectations and biological needs.
    • A dual diagram showing a stakeholder map and a system map, both focused on understanding the relationships and structures surrounding students. The stakeholder map on the left uses a flowchart-style layout to depict various stakeholders, such as family, friends, study associations, student organizations, local health administrators, and public spaces, connected to students. It includes key nodes such as student unions, cultural centers, and health services, with labels indicating their roles and relationships. The system map on the right represents the student at the center, surrounded by concentric layers of influence, including close relationships, health organizations, government, and academic institutions. Lines and labels illustrate connections between these entities, emphasizing interactions and dependencies within the ecosystem. Both maps highlight key clusters and resources important to student well-being and their broader social system.

    Stakeholder and System Map

    A detailed journey map visualizing a student's experience during winter. The map is divided into sections: Timeline and Daylight: A graph at the top represents study time related to daylight across the year, highlighting key points such as the shortest day (6 hours of daylight in December) and the longest day (18 hours of daylight in June). The background gradient transitions from dark blue (night) to orange (daylight) to indicate changes in daylight hours. Energy Levels: A row of colored blocks shows assumed energy levels throughout the day, with green indicating high energy, yellow moderate energy, and red low energy. Annotations explain fluctuations due to hormones, social interaction, and sleep quality. Social Life Trend: A smooth curve represents the student's social life, peaking in summer (August) and dropping significantly during winter (December). Daily Routine: On the right, a vertical breakdown of a student's daily stages includes "Wake Up," "Go to University," "Lectures," "Group Work," "Gym," and "Going Home." Each stage is paired with typical thoughts, such as struggling to wake up or anticipating socializing, and corresponding feelings (e.g., stressed, curious, or tired). Visual Representation: Illustrations of student emotions accompany the journey stages, showing expressions that match the described feelings. This journey map captures the cyclical impact of winter on a student's energy, mood, and social interactions, offering insights into challenges and opportunities for support during darker months.

    User Journey Map

    03 Creating Paths to Well-being

    Redefining Possibilities

    Many of us struggle during the darker months. Even though our bodies can't naturally adjust to the harsh winter darkness, we're often expected to keep the same productivity all year.

    Everyone feels the impact in some way. Students, especially international ones, deal with low energy, mood swings, and decreased productivity during winter when studies are most demanding.

    Winter darkness opens the door to discuss mental health because it's easier to talk about the weather than direct personal issues.

    ‍

    A panel titled "Societal expectations lead to personal expectations," featuring the question: "How might we redefine societal expectations around the performance of students in Nordic universities, especially during the winter darkness months?" An illustration of a contemplative face with squiggly lines represents mental strain. A quote below reads: "It is just difficult to be a human being once in a while," emphasizing the pressure students feel to perform despite external challenges.
    A panel titled "Students do not realize how much they are impacted by winter until the beginning of spring," featuring the question: "How might we increase the students’ awareness of the impact that winter darkness has on their performance, energy level, and mood changes during the winter?" An illustration of a thought bubble suggests reflection. Quotes below highlight: "My mood and energy is much better now because of more sunlight during the day," and "Normalizing is absolutely important," stressing the importance of awareness and education.
    A panel titled "There is a rift between personal expectations and energy levels in winter," featuring the question: "How might we bridge the rift between students’ personal expectations and their biological rhythms in winter months?" An illustration of a stretched rope signifies tension and imbalance. A quote below reads: "I didn’t do as much as I wanted and I feel guilty about it," reflecting students' internal struggles with unmet expectations.
    A panel titled "It is harder to maintain healthy habits during winter," featuring the question: "How might we support students to maintain healthier habits during winter darkness months?" An illustration of a person cycling against a harsh wind symbolizes the challenge of staying active. A quote below reads: "Feeling of loneliness correlates with the dark winter because it is much harder to socialize," highlighting the emotional and physical difficulty of maintaining healthy habits.

    How Might We (HMW) Questions

    Finding Equilibrium

    Winter in the Nordics can harm students' mental and physical health due to the lack of sunlight. Societal and personal pressures make it hard to focus on what our bodies need.

    Students need a way to align their expectations with their natural rhythms during winter, so they can confidently pursue their goals.

    Thus, we worked on developing solutions that address these challenges, aiming to help students find this balance.

    04 DESIGNING A WELL-BEING JOURNEY

    Student-Centric Concept Shaping

    A poster for the "Embracing the Darkness" ideation workshop. The design features an illustration of a person warmly dressed against a background with circular clock icons representing biological rhythms. The tagline reads, "Aligning personal expectations with biological rhythms."
    A group workshop session with participants seated in a classroom facing a projector screen. The screen displays the text: "Students in Nordic universities need a way to align their personal expectations to their biological rhythms during winter darkness so that they can feel confident in achieving their pursuits." Two facilitators are presenting at the front of the room.
    A presenter standing next to a screen displaying a triangular framework for "Positive Design." The presenter gestures while discussing the framework with an engaged participant standing nearby.
    Workshop participants actively writing and placing colorful sticky notes on a whiteboard. Two people are prominently writing, while others observe and discuss the notes collaboratively.
    A group of workshop participants standing and engaging with a whiteboard covered in colorful sticky notes. The session appears interactive, with individuals contributing and refining ideas.
    A wider view of participants standing in front of a whiteboard with sticky notes. The group includes a mix of people discussing and organizing the notes into clusters as part of a collaborative brainstorming activity.

    Moments from the Student-Centric Concept Shaping Workshop

    Imagining Solutions

    Defining Our Values

    We established six core values to guide our ideas:

    • belonging
    • broadening
    • fun
    • excellence
    • stability
    • wellness
    Criteria for Success based on
    • people-centric
    • experience-based
    • society-oriented
    • technology-enabled
    • circular and sustainable
    • business viable

    We focused on concepts that balanced these aspects, especially those centred on people and experiences, while also being viable businesses.

    A concept space diagram from an ideation workshop, divided into four quadrants: Individual Level (personalized), University Level (system restructure), Internal Motivation, and External Motivation. Each quadrant contains hand-drawn sketches, notes, and ideas. Concepts circled in purple indicate preferred ideas. Key highlighted concepts include: Energy-Based Decisions Menu: A tool to help students align daily activities with their energy levels, located in the Individual Level/Internal Motivation quadrant. Daylight-Based Scheduling: A system that adapts schedules based on daylight hours, positioned in the University Level/Internal Motivation quadrant. Subjective Spaces: Modular environments with variable lighting and energy levels for study and relaxation, found in the University Level/External Motivation quadrant. Bio-Time Clock: A tool for syncing biological rhythms with academic schedules, located in the University Level/Internal Motivation quadrant. Affinity Groups: Social and academic groups aimed at creating a sense of community, featured in the Individual Level/External Motivation quadrant. The diagram is a mix of visual elements and written text, capturing a brainstorming session for solutions to help students cope with challenges during winter darkness.

    Concept Space from Ideation

    Introducing Friends of the North

    Fostering Resilience

    Our service creates a supportive community throughout the academic year, balancing natural rhythms with societal expectations, especially during winter.

    Through events and resources, we foster support, awareness, and reflection among students.

    By collaborating with educational and health authorities, we aimed to improve student well-being, enhance the academic experience, and boost the appeal of the Nordic education system.

    Here my role was in designing the business strategy behind the service and planning partnerships to ensure its feasibility.

    ‍

    An illustration of two people standing behind a circular banner with the text "Friends of the North." The drawing has a hand-drawn aesthetic, emphasizing community and inclusiveness as part of the initiative.
    A section titled "Structured in Key Touch Points: Three Celebrations," featuring three circular icons for seasonal events: Sommarslut (End of Summer): Matches students based on shared interests and study styles. Mörkfest (Dark Party): Guides students through winter and encourages them to embrace the darkness. Valborg (Welcoming of Spring): Promotes reflection by encouraging students to look back and consolidate strategies. Each icon is accompanied by descriptive text, with a sun, crescent moon, and rising sun symbolizing the seasonal themes.
    An array of six icons under the title "Resources," representing supportive tools for students: Informative Guides: A toolkit icon. Energy Pins: A meter icon. Student Health Counselling: Three individuals speaking in a dialogue icon. Energy Clock: A clock icon. Study Rooms: A person working at a desk. Affinity-Based Groups: A network icon with multiple connected individuals. These icons highlight actionable resources for enhancing student support during the winter months.

    'Friends of the North' Solution Framework

    'Friends of the North' Storyboard, Service Blueprint, and Business Model Canvas

    SOCIAL BUSINESS INNOVATION

    By addressing the unique well-being challenges Nordic students face, Friends of the North offers a comprehensive solution that can greatly enhance university life and societal happiness in the region.

    Partners Icon

    partnerships

    Our business model builds on partnerships with local entities and existing well-being resources to create a strong network aligned with our values.

    ‍

    Gift Icon

    cooperation

    We focus on co-creating events and managing a cooperative approach to provide a solution that delivers value by:

    1. Promoting student well-being behaviours
    2. Aligning with the university's 2030 strategic goals
    3. Tackling student well-being issues alongside educational and health authorities
    Profit Icon

    funding

    Our revenue comes from:

    • Startup incubator funding
    • Local sponsorships
    • National sponsorships
    • Ongoing revenue through partnerships with local businesses

    This phased approach ensures initial support and sustained funding for the initiative's long-term success.

    ‍

    Building for Tomorrow

    Our service aims to make a lasting impact on society and future students. We focus on fostering a culture of support, recognising energy levels, and adapting to natural needs.

    We encourage self-awareness and reflection, which are key to maintaining well-being. Embracing seasonality is central to our service, acknowledging the importance of adapting to life's changing rhythms.

    We're committed to creating a healthy study environment, recognising education's crucial role in shaping the future.

    Our service brings numerous values to students, university members, and society as a whole (see the Value Pyramid below).

    A diagram of the "Value Pyramid," adapted from Bain & Company's "Elements of Value," showing a hierarchical structure of benefits categorized into four levels: Social Impact (top): Includes self-transcendence as the pinnacle value. Life Changing: Features elements like providing hope, self-actualization, motivation, heirloom, and affiliation and belonging. Emotional: Includes benefits like reducing anxiety, wellness, therapeutic value, fun/entertainment, nostalgia, attractiveness, and badge value. Functional (base): Covers practical benefits such as saving time, reducing effort, avoiding hassles, reducing costs, and improving sensory appeal. Highlighted elements are marked in pink, indicating specific areas of focus for the "Friends of the North" project. The diagram visually communicates how different benefits contribute to user satisfaction and engagement, with higher levels providing deeper emotional and social impact. A citation below credits the source as Bain & Company.

    Value Pyramid: Hierarchy of Benefits for Users

    Reflecting on the Journey

    This project was more than just an assignment; it was about bringing light to people's lives during their darkest times. I hope to inspire others to tackle challenges with empathy, creativity, and a commitment to everyone's well-being. I was truly inspired by the amazing work of the other teams.

    Key Takeaways
    Well-being is Essential

    Well-being should always be central in service design. By prioritising physical, mental, and emotional health, we benefit users and create positive change in society.

    Research is Fundamental

    Solid research is the foundation of service design. Turning insights into practical solutions is crucial. Diverse research methods should guide and validate design decisions.

    Key Challenges
    Navigating Institutional Inertia

    The rigid structure of higher education makes proposing big changes difficult. Recognising this, we shifted to making small, incremental changes to raise awareness among students, faculty, and institutions.

    Balancing Academic Demands

    Balancing a full MSc curriculum with the intensive challenge was tough. We set aside weekly time slots for focused collaboration, which helped us stay on track.

    SAY HI AT

    felipermelhado@gmail.com
    Copyright © Felipe R. Melhado 2025
    Made with passion, creativity and a touch of magic
    Icons by Icons8