In 1999, we started our Clowndoctor Programme and began working in collaboration with Yorkhill Children’s Hospital (now known as Royal Hospital for Children, Glasgow), Edinburgh Sick Kids Hospital (now Royal Hospital for Children and Young People, Edinburgh) and Children’s Hospices Across Scotland (CHAS). The Clowndoctors still visit these three locations along with other hospitals across Scotland, visiting babies, children, and young people with short-term, long-term, and sometimes life-limiting conditions. We still aim to reduce anxieties, promote social interaction and provide inclusive play for all. Following on from the Clowndoctors in Hospitals, a programme was created in collaboration with The Royal Blind School, Edinburgh and Beatlie School in Livingston, to work with children who attend schools for children with complex needs. This schools programme has now expanded to include other schools across Scotland. We work with staff, using clown to support the curriculum and to encourage communication and social engagement. In 2022 we began a new programme called The Welcoming Committee at Royal Hospital for Children and Young People. This programme was created alongside parents and staff to deliver a bespoke version of the Clowndoctors for babies in Neonates and their families, using clown to reduce anxieties and to encourage relaxation and play in Neonates.  

In 2001 the Elderflower Programme was designed by Magdalena Schamberger in collaboration with Borders Hospital and Stirling University Dementia Services Development Centre, to bring the benefits of clowning that was successful with children, to people living with dementia and dementia-related conditions. This programme was unique to the UK at the time. The therapeutic clown artists underwent specialist training to develop their skills in communication and engagement with people living with dementia. The Elderflowers still regularly visit Borders General Hospital along with residential care facilities across Scotland, supporting individual’s sense of identity, finding connections and encouraging inclusive and playful participation.