Listening to children, writing for coexistence: co-creating an educational storybook about jaguars in Mexico

Abstract Children living near protected areas often experience human–wildlife interactions firsthand, yet they are rarely included in conservation research and outreach. This study explores how children in two rural communities bordering the Calakmul Biosphere Reserve, Mexico, perceive and represent the jaguar Panthera onca within the broader context of local wildlife. Using a drawing-based qualitative exercise with participatory elements, we engaged 89 schoolchildren aged 9–13 and examined their (1) knowledge of local species, (2) animals perceived with fear, (3) representations of jaguar physical traits, and (4) understanding of jaguar diet. Thematic and statistical analyses of 356 drawings revealed complex and culturally shaped representations of jaguars and local fauna. Snakes were most frequently associated with fear (70%), followed by jaguars (31%). Only 13% of children spontaneously depicted the jaguar as part of the local fauna. Perceptions varied according to sociodemographic factors: girls portrayed fewer aggressive traits, older children more frequently included threatening features, and children from cattle-ranching households more often represented jaguars consuming livestock or people. Recognizing children as active participants in conservation, this study used drawing analysis to inform the subsequent co-creation of Kaab , an illustrated storybook developed as an applied educational product. The storybook translates qualitative research findings into a place-based conservation education tool that reflects children’s perceptions while addressing common misconceptions through scientifically grounded information. Although the long-term educational impact of Kaab is not assessed here, we describe its design process and discuss its potential to support coexistence-oriented conservation education. This approach links research directly to conservation outreach.