Community maps often begin with problems. An asset map begins with capacity: the places, services, groups and practical knowledge that help people learn, travel, gather, stay healthy and respond when something goes wrong. It gives children a richer picture than “the government” or “the neighbourhood” as one vague actor.
Define an asset carefully
An asset might be a public library, health clinic, accessible park, youth club, bus route, community radio station, cultural centre, emergency service, disability organization or verified mutual-aid group. A helpful neighbour is part of community life, but do not put a person’s home or private contact details on a shared map.
Start with official, public information
Use service directories, venue websites, posted signs and information the family has checked in person. Mark opening hours as “check before visiting” because schedules change. Distinguish an official service from a volunteer group and a commercial business. Each may help, but they have different responsibilities.
Build the map in layers
- Everyday needs: learning, play, health, food, transport and communication.
- Belonging: cultural, faith, sports and youth groups that welcome participation.
- Support: safeguarding, disability, legal, social or emergency services adults can contact.
- Connections: safe public routes between assets, without tracing a child’s daily routine.
Use symbols and a broad area rather than a precise online map. A child can draw, label, dictate or sort picture cards.
Ask what is missing
Which service is too far away? Which place has steps, unfamiliar language or restricted hours? Who cannot use the asset easily? Avoid concluding that a community “has nothing” because formal services are limited. Informal knowledge and reciprocal support matter, but they should not excuse public institutions from their duties.
Match needs to roles
UNICEF guidance recommends mapping local actors, structures and service functions so participation connects with people able to act. A library can provide information but not repair a road. A youth group can organize an activity but cannot replace emergency services. Write the likely role beside each asset and add “verify locally.”
Protect safety and privacy
Do not map children’s homes, school routes, hiding places, immigration status, health details or who is alone at particular times. Never publish a list of vulnerable residents. Adults verify any organization before a child visits, volunteers or shares information.
Use the map for one realistic action
The family might discover an accessible weekend programme, ask a library about a quiet session, or identify the correct office for a service question. If the map reveals a gap, document it factually and seek views from people affected before proposing a solution.
Update rather than perfect
Add a date and review the map every few months. Services open, move and change eligibility. Celebrate new connections without treating the map as an official directory. Its value is teaching children to notice community strengths, verify information and understand different roles.
Continue the learning with EdCaptain guides on routing an issue to the right public service, running an inclusive community meeting, and writing a respectful civic request.
Add reliability and eligibility
Beside each service, note who may use it, whether registration or payment is required and how the family confirmed the information. A clinic may serve only a defined area; a youth programme may have age limits; a shelter may open only during an emergency. These details stop the map from promising access it cannot guarantee.
Invite the child to mark one asset they have used and one they would like to understand better. An adult can call or visit the public desk to check. The goal is not to collect every service but to practise verification and recognize how a community’s parts connect.
