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·       Governments Security funding for Places of Worship and Mosques. Protective security schemes for places of worship - GOV.UK (www.gov.uk)

·       If it is something that should be reported to the police this would be on Report hate crime | Avon and Somerset Police or 999 if someone is in immediate danger.

·       SARI a reminder of the support they provide and information about their services - Get Help - SARI (saricharity.org.uk)

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Introduction

A hate incident is when the victim or anyone else thinks an incident, such as bullying or abuse, was motivated by hostility or prejudice based on one of the following things:

Disability - including physical disabilities, sensory impairments, learning disabilities and mental health issues

Race, skin colour, ethnic origin, nationality - including against gypsies and travellers

Religion or belief - including lack of religious belief

Sexual orientation - including homophobia

Gender identity - including against transgender and non-binary people

When hate incidents become criminal offences they are known as hate crimes.

Reporting a hate incident or crime

If you or someone you know has experienced hate crime, reporting it can stop it happening to someone else. Hate crime and incidents can impact people who are abused, their family and the wider community in many different ways. Telling someone means you can get support and this can help alleviate the impacts. Reporting it also helps the police better understand the level of hate crime in your area and improve the way they respond to it.

Incidents can be reported by victims or witnesses.

Incidents can range from verbal abuse, threatening or aggressive behaviour - even through letters, emails or social media - criminal damage to personal property, or physical attacks.

You can do this by contacting the police to report hate crime.

phone 999 if a crime is happening now or if someone is in immediate danger

phone 101 if it is not an emergency

fill in the online crime form at Avon and Somerset Police

visit your local police station

If you have been a victim of a hate crime and would like support, or support with reporting a hate crime, please contact the hate crime support service in Somerset, which is called SARI (Stand Against Racism and Inequality).

SARI is funded by Big Lottery to deliver the Every Victim Matters Hate Crime Service for Somerset, Bath and North East Somerset and North Somerset. You can contact them by phone on  0117 942 0060 or by email  sari@sariweb.org.uk.
Find out more on the SARI website emergencySMS service
This service lets people who are deaf, hard of hearing or have a speech impediment contact the emergency service by  texting 999.

Mobile phone numbers must be registered with the service before it can be used. Find out more on the emergencySMS website.

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Information about hate crime and how to report it

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These materials, from organisations that work within global citizenship and peace-building sectors, are family-friendly yet suitable for youth work and education contexts, help progress towards peace and non-violence. All align well to Sustainable Development Goal 16: Promote just, peaceful and inclusive societies.

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Teachers,Tutors, Home Educators why not get in touch for free sessions...see how the Somerset Candle can bring alive peace and remembrance alongside local connections to people persecuted in the Holocaust & Genocides and stories of those who bravely stood in solidarity .

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Teachers,Tutors, Home Educators why not get in touch for free sessions...see how the Somerset Candle can bring alive peace and remembrance alongside local connections to people persecuted in the Holocaust & Genocides and stories of those who bravely stood in solidarity .

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Community hubs, Youth groups, Interest clubs and groups; why not book a free session to explore peace, remembrance and start new conversations - no charge, available free during 2025 and into January 2026

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Community hubs, Youth groups, Interest clubs and groups; why not book a free session to explore peace, remembrance and start new conversations - no charge, available free during 2025 and into January 2026

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Recognition for Schools; Peaceful Projects Award from  Peaceful Shools

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Recognition for Schools; Peaceful Projects Award from  Peaceful Shools

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https://www.peacefulschools.org.uk/school-awards/peaceful-projects-schools

Projects in schools that can get a 'Peaceful Project' award are things like the creation of a peace garden or indoor quiet area; a training programme for staff and pupils on building positive relationships and/or peaceful conflict resolution or setting up a peer mediation or playground friends scheme.

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Projects in schools that can get a Peaceful Project award are things like the creation of a peace garden or indoor quiet area; a training programme for staff and pupils on building positive relationships and/or peaceful conflict resolution or setting up a Peer Mediation or Playground Friends scheme.

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Non-Violent Action:A Force for Change Lesson Plans (Development Education Centre South Yorkshire, 2022)

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Non-Violent Action:A Force for Change Lesson Plans (Development Education Centre South Yorkshire, 2022)

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The Association of Citizenship Teachers Quality Mark awarded for this series of lesson plans for learners aged 8-14 which looks at the concepts of violence and non-violence and provides historical case studies to enable learners to explore the efficacy of non-violent action.

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Choose from this ACT Quality Mark awarded, series of lesson plans for learners aged 8-14 which looks at the concepts of violence and non-violence and provides historical case studies to enable learners to explore the efficacy of non-violent action. Please read this short Resource Guidance which includes a suggested pathway through the lessons and authors/acknowledgments. A glossary of non-violence can be found here. Curriculum links to England, Scotland and Wales can be found here. A film showing how Philosophy for Children is embedded within the lessons can be found here. Find out about our free national dissemination conference on 24th June 2022 in here.​

If you have used or are using any of the NVAFC lesson plans then please fill in this short evaluation form https://forms.gle/fkveJMb1YcsWf4UR7

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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Non-Violent Action: A Force for Change Lesson Plans

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Choose from this ACT Quality Mark awarded, series of lesson plans for learners aged 8-14 which looks at the concepts of violence and non-violence and provides historical case studies to enable learners to explore the efficacy of non-violent action. Please read this short Resource Guidance which includes a suggested pathway through the lessons and authors/acknowledgments.

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The Israel-Hamas Conflict: A Discussion Guide (Reboot the Future, Nov2023)

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The Israel-Hamas Conflict: A Discussion Guide (Reboot the Future, Nov2023)

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How do teachers and any adults working with chidren and teenagers, talk about serious issues they themselves might be unsure of? Here, Reboot the Future offers a few tips.

https://globaldimension.org.uk/articles/the-israel-hamas-conflict-a-discussion-guide/

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How to approach it

The question then for teachers is: how can we engage children in constructive discussion when we ourselves are unsure of our own position?

An excellent answer is given in an NPR article on this topic that quotes Sivan Zakai, a Professor of Jewish education at Hebrew Union College-Jewish Institute of Religion who says:
"When children are asking parents profound questions about the world - especially about violence in the world - it might initially sound like they're asking their parents to be historians and political scientists all rolled into one," "But ... often their questions are actually asking, 'How can I live in this world even when there are all sorts of terrible things that happen?'"
The wisdom at the heart of this is that both adult and child are grappling with the same questions. We may have a few more ideas and a bit more experience, but in essence we are both on a learning journey. Both figuring out what to think, what to say and what to do.

Discussions on this topic can be an exercise in sharing - we can outline what we know about the context, what we are unsure of, and how it makes us feel.

A basic understanding of what is going on is helpful to begin with - this doesn't have to be nuanced or complex, just a simple description of what has happened and to whom. Avoiding gruesome detail is obviously important, especially for younger children, but avoid unnecessary simplification - communicate key facts simply like a news reader might.

Next, if you are uncertain about particular things then share this uncertainty. Being open will give students the permission to be open too. There are some excellent resources to prime both teachers and students for these discussions. Curriculum For Life's ' Positive Relationships' pack answers questions such as 'How can I handle my feelings?', 'Can I understand others' feelings?' and 'Do we see the same world?'. Similarly, the Faith and Belief Forum's packs ' The Art of Q&A' and 'Skills for Dialogue: Primary and KS3' are wonderful resources here.

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The Israel-Hamas Conflict: A Discussion Guide | Global Dimension

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How do teachers talk about serious issues they themselves might be unsure of? Here, we offer a few tips.

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Teach Peace (This resource has been supported by members of the peace education network, and produced by Quakers in Britain)

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Teach Peace (This resource has been supported by members of the peace education network, and produced by Quakers in Britain)

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In Teach Peace you will find ten assemblies, follow-up activities, resources, prayers, and reflections on peace and peacemaking for 5-12 year olds. This resource  received a Global Dimension Teachers' Choice 2022 award.

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The Peace Education Network shares teaching materials via TES.com.

The Peace Education Network will soon share more teaching materials via TES.com.

The entire resource is free to download below. Hard copies of Teach Peace are available from the Peace Education Network for £5. Contact us

Global Dimension said:

' This pack by the Peace Education Network is one of the most comprehensive and it's no surprise that it was one of our teaching communities' favourite resources this year... This is a pack perfectly placed to ease fears, foster hope for the future and develop moral compasses.'

Find out more here

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The Peace Education Network shares teaching materials via TES.com.

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Teaching about Palestine and Israel through the lens of Human Rights (Global Learning London, 2021)

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Teaching about Palestine and Israel through the lens of Human Rights (Global Learning London, 2021)

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This resource supports teachers to hold critical conversations about this ongoing crisis by sharing new and existing activities and resources, basing the teaching around
human rights and evidence, and using a global citizenship education approach. It is
www.globallearninglondon.org
rooted in an anti-racist approach and recognises that the process of learning can be uncomfortable, and that it will inevitably include unlearning.

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Teaching about Palestine and Israel through the lens of Human Rights

The ongoing crisis in Palestine and Israel remains firmly implanted in our imaginations, and with pupils acutely aware of it through social media, opinions at home and conversations with friends, many teachers are wondering how, and whether, to teach about this global issue. Some teachers have argued that school should be a place free of politics - we argue that the decision not to teach about global injustice is a political stance itself. The ability to discuss Human Rights in school is an essential cornerstone to nurturing well-rounded citizens who step out into the world with an understanding of, and commitment to, social justice.

With regards to this conflict, Indian writer and activist Arundhati Roy said,

"The trouble is that once you see it, you can't unsee it. And once you've seen it, keeping quiet, saying nothing, becomes as political an act as speaking out."

Our resource supports teachers to hold critical conversations about this ongoing crisis by sharing new and existing activities and resources, basing the teaching around human rights and facts, and using a global citizenship education approach. It is rooted in an anti-racist approach and recognises that the process of learning can be uncomfortable and that it will inevitably include unlearning.

Download our resource here.
Image: "Banksy: Armoured Peace Dove" by eddiedangerous is licensed under CC BY 2.0

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the ongoing crisis in palestine and israel remains firmly implanted in our imaginations

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and with pupils acutely aware of it through social media

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Teaching about Palestine and Israel through the lens of Human Rights | Global Learning London

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The ongoing crisis in Palestine and Israel remains firmly implanted in our imaginations, and with pupils acutely aware of it through social media, opini...

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Conflict: Teaching Resources - Contains 3 items (created by World 101, Feb 2022)

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Conflict: Teaching Resources - Contains 3 items (created by World 101, Feb 2022)

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A module of lesson plans that helps students explore modern conflicts, the civilian consequences from World

10 1 From the Council on Foreign Relation

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High-quality, standards-aligned classroom resources, lesson plans, teaching inspiration, and professional development opportunities-all inspired by the Council on Foreign Relations' mission that Global Civics is essential for twenty-first century citizenship.

Discover what happens when the rules and norms governing society break down.

A module of lesson plans that helps students explore modern conflicts, the civilian consequences and the history of NATO.

Resource contents

Topics

Globalisation and Interdependence, Peace, Conflict and Justice, Politics and Government

Age Ranges

KS4: ages 14-16, KS5: ages 16+

Subjects

Citizenship, Geography, History, Politics, PSHE / PSE / PSED, RE / RS, Spiritual, moral, social, cultural (SMSC)

Found an issue with this resource?

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Conflict: Teaching Resources | Global Dimension

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High-quality, standards-aligned classroom resources, lesson plans, teaching inspiration, and professional development opportunities-all inspired by the Council on Foreign Relations' mission that Global Civics is essential for twenty-first c...

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Right Here Right Now. Teaching citizenship through Human Rights (2009)

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Right Here Right Now. Teaching citizenship through Human Rights (2009)

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This resource is part of a project which is a partnership between the Ministry of Justice (MoJ) and the British Institute of Human Rights (BIHR) and involving Amnesty International and the Department for Children, Schools and Families (DCSF).

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Teaching Controversial Issues - a guide for teachers (Oxfam, 2018)

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Teaching Controversial Issues - a guide for teachers (Oxfam, 2018)

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Almost any topic can become controversial if individuals or groups offer differing explanations for events, what should happen next or how issues should be resolved. Also if one side of an issue is presented in a way that raises an emotional response in those who might disagree.
This guide explores:
• What controversial issues are.
• Reasons for teaching controversial issues.
• The value of a global citizenship education approach.
• Guidance and classroom strategies for handling and exploring
controversial issues.
• Some practical activities for teaching controversial issues.

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Shifting Perspectives: The Holy Land - contains 7 items (created by Cafod, June 2021)

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Shifting Perspectives: The Holy Land - contains 7 items (created by Cafod, June 2021)

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CAFOD’s ‘Shifting perspectives’ resource for sixth form General RE, in which young people from the Holy Land share some of the experiences that have shaped their perspectives and challenge young people in the UK to consider their own perspectives on life.

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In this free resource, in dynamic videos, students meet their peers in the Holy Land and hear their experiences and perspectives on life.

Through activities and discussion, students consider how their own perspectives have been formed and explore how an openness to others' perspectives can help them to build a more just and peaceful world.

Topics

Peace, Conflict and Justice, Social Justice

Age Ranges

KS5: ages 16+

Subjects

Citizenship, Philosophy / P4C / Critical thinking, PSHE / PSE / PSED, RE / RS, Spiritual, moral, social, cultural (SMSC)

Found an issue with this resource?

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Shifting Perspectives: The Holy Land | Global Dimension

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In this free resource, in dynamic videos, students meet their peers in the Holy Land and hear their experiences and perspectives on life. Through activities and discussion, students consider how their own perspectives have been formed and explore ...

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Shifting Perspectives: The Holy Land Videos - Three videos to help sixth formers explore their own identity and perspectives on life.(CAFOD June 2022)

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Shifting Perspectives: The Holy Land Videos - Three videos to help sixth formers explore their own identity and perspectives on life.(CAFOD June 2022)

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CAFOD resources for teachers and chaplains working with KS5 students. Includes resources for General/Core RE

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Watch and discuss this feature-length film that brings Laudato Si' to life.

A session in which students compose their own encyclical about global issues that matter to them.

Use this reflective video to pray for Ukraine with KS5 students.

Films to help inspire prayer, taken from our national assemblies.

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Teach Peace Pack - Assembly: Conflict resolution: A tale of two mules (Peace Education Network)

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Teach Peace Pack - Assembly: Conflict resolution: A tale of two mules (Peace Education Network)

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This story aims to show that co-operation is
better than conflict. Lots of uses with schools, youth and community groups.

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Peace, justice & strong institutions - why they matter (United Nations)

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Peace, justice & strong institutions - why they matter (United Nations)

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Don't Judge a Book by it's Cover (Global Education Derby)

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Don't Judge a Book by it's Cover (Global Education Derby)

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This activity focuses on SDG 16 The idea is to envision a positive future, where solutions to enable SDG Peace, Justice and Strong Institutions become feasible - so that conflict, insecurity and limited access to justice can be dealt with. Global Education Derby have produced this rich set of resources in collaboration with educators in Germany, Slovenia and the United Kingdom.

Leaving No One Behind was an Erasmus+ funded project co-ordinated by Global Education Derby, a specialist educational charity that works with educators to develop global citizenship. They have now closed, for more information contact glade@glade.org

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The idea is to envision a positive future, where solutions to enable SDG Peace, Justice and Strong Institutions become feasible - so that conflict, insecurity and limited access to justice can be dealt with.

​The marginalisation of Roma people is suggested as a starting point, to explore roots of tension and prejudice in society and explore ideas for peaceful means to overcome conflict and develop a fair, just society.​

​It is the lesson where students use critical thinking and critical media literacy to speak about their own experience in this field.

​The activity relies on communication, exploring out-of-the box ideas and awareness raising about the importance of peace education and using the principles of non-violence in looking for solutions to the problem.

Computer with access to internet, The Plight of the Roma People in Europe video clip or news clip, articles or photos in current news connected with SDG 16.

Use an article or film clip about Roma people (alternatively, an article about a war situation in some countries or about Covid restrictions or about politics in a country such as Slovenia.) How would it feel to be in the shoes of the different people in this situation? What emotions might they feel? Where might bad feelings and misunderstandings lead?

As young people, they can say openly what they don't consider to be right in the society. Students talk about Roma. They critically debate about the stereotypes about Roma, how they are viewed by majority population and how they used to be called in the past. They may relate to their personal experiences with Roma people. Further, they can discuss whether it is time for a peace race, instead of an arms race.

What about you? Encourage students to discuss if they are happy with the lives they live and what challenges they find in their surroundings. Ask them if they resolve their situations in non-violent way or if they sometimes use violent ways (this can mean also verbal violence).​

​​ Introduce students to SDG 16, using the explainer video (below). Discuss examples shared and contrast experiences of students with what it is written under SDG 16. Tell them that opinion polls suggest that a great percentage of people in Slovenia have very low trust in government institutions. Why is this? Is it the same in other countries?

Support students to voice ideas on how we could build trust in Peace, Justice and Strong Institutions. These can be out-of-box ideas about how states should be run, how justice is made accessible to vulnerable groups and how conflicts can be resolved via peaceful means.

Encourage students to have vision for the future of their country and to envision themselves in ten or twenty years from now. What would they like their lives to be like? In groups, they can imagine one new country (with a new coat of arms, a new flag, etc) and they can imagine all the attributes needed, in order to function better and with better results - so that no one is left behind. ​

​Students reflect on what they have said about SDG 16 and share their ideas for what their new country would be like and how changes can be achieved. What will be the values and priorities for this country?

They can find information about Human Rights Ombudsman and how they can voice their concerns or ideas to him/her.

Students can voice their opinions - if everyone deserves to be free from war and other forms of violence, for example. They review all important topics of SDG 16 and evaluate both students and teacher's participation.
​
A teacher can reflect on what she/he does to support the success of Peace, Justice and Strong Institutions.

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SDG 16 Peace, Justice, Strong Institutions

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Lessons looking at causes of conflict and peaceful resolution with a focus on Roma peoples.

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War ...what if it happened here? (Global Education Derby) 

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War ...what if it happened here? (Global Education Derby) 

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Students worked on the subject of war and refugees over a series of lessons.
The lessons involved a combination of drama games, poetry, creative art work and discussion using the book War by Janne Teller as a stimulus.
Another book that could serve a similar purpose is "The Day War Came" by Nicola Davies.
Class activities are followed by a reflective phase where students can process and record their own responses through poetry, art work, dance or music. This phase can be followed with students planning to take action to promote positive relationships, cooperation and deeper understanding within the school or local community.
The In Others' Shoes resources form part of an Erasmus+funded project led by Global Education Derby.  These resources were Global Dimension Teachers Choice  winners 2023

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© Global Education Derby 2020. All rights reserved. The In Others' Shoes resources are copyright but may be reproduced by any method without fee for teaching purposes. For copyright in any other...

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Building a Stronger Britain Toolkit - Creating Safe Spaces to Challenge Narratives of Division & Hatred (National Youth Work Academy 2019)

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Building a Stronger Britain Toolkit - Creating Safe Spaces to Challenge Narratives of Division & Hatred (National Youth Work Academy 2019)

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https://nya.org.uk/document/building-a-stronger-britain-toolkit-speak-out/

This toolkit is designed to be used with young people aged 11+ to stimulate discussion, thought and

reflection around key themes such as identity, belonging, diversity and community.

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Building a Stronger Britain toolkit - Speak Out - National Youth Agency

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This toolkit is designed to be used with young people aged 11+ to stimulate discussion, thought and reflection around key themes such as identity, belonging, diversity and community.

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The Power of Peace - from The Worlds Largest Lesson

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The Power of Peace - from The Worlds Largest Lesson

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Click on the image above to visit the World Largest lesson site, where these activities encourage children and teens to explain what peace means to them and listen to others explanations. They then research different activists working to promote SDG 16: Peace, Justice and Strong Institutions.

Explore some definitions of peace

Investigate and recognize characteristics, actions and symbols of peaceful activists

Determine ways to incorporate peace into the classroom environment and the world around them

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Students spend time explaining what peace means to them and listen to others explanations. They then research different activists working to promote SDG 16: Peace, Justice and Strong Institutions.

Students will:

Explore some definitions of peace

Investigate and recognize characteristics, actions and symbols of peaceful activists

Determine ways to incorporate peace into the classroom environment and the world around them

Lesson plans

Peace and Justice

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The Power of Peace | The World's Largest Lesson

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Students spend time explaining what peace means to them and listen to others explanations. They then research different activists working to promote SDG 16: Peace, Justice and Strong Institutions.

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Human Rights and the Global Goals - from the Worlds Largest Lesson

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Human Rights and the Global Goals - from the Worlds Largest Lesson

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During these activities, children and teenagers will:

Learn about human rights, including child rights

Make links between these rights and the SDGs

The materials include activity plans and a video featuring actors reading Article One of the Declaration over a musical score.

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Human Rights and the Global Goals | The World’s Largest Lesson

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Peace Path - from the Worlds Largest Lesson

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Peace Path - from the Worlds Largest Lesson

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This Explorers for the Global Goals activity invites children and young teenagers to create a path which is peaceful and safe to use. The path can be for people, animals or toys. You can build your Peace Path outside or inside.
Good for Clubs and camps, Distance learning, Lesson plans, Parents and family learning

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This Explorers for the Global Goals activity invites children to create a path which is peaceful and safe to use. The path can be for people, animals or toys. You can build your Peace Path outside or inside. Kids will:

Develop 5 key characteristics: empathy, curiosity, problem solving, creativity and effective communication.

Explore concepts like peace, safety, community and nature.

Be introduced to the Global Goals (SDGs) for the first time.

Enjoy!

Clubs and camps, Distance learning, Lesson plans, Parents

Peace and Justice

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Goal 16 extract from Global Goals posters -  from World Largest Lesson

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Goal 16 extract from Global Goals posters -  from World Largest Lesson

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https://worldslargestlesson.globalgoals.org/resource/global-goals-comic-posters/
1 page comics for each SDG. They can be used as posters or a tool to introduce the Global Goals and to focus on suggestions for behaviour change for a peaceful society

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Divina Maloum; children for peace - from Worlds Largest Lesson

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Divina Maloum; children for peace - from Worlds Largest Lesson

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Video ~ 1 minute. Meet Divina, a 15 year-old Changemaker from Cameroon trying to make the world a better place with the help of education.

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We Are Changemakers!

Meet Divina, a 15 year-old Changemaker from Cameroon trying to make the world a better place with the help of education.

After visiting schools and seeing the impact that violent extremism has had on children and families, Divina started the grassroots youth-led organisation, Children For Peace. Divina's mission is to protect children from radicalisation and violence by educating them on the power they have, and the peaceful choices they can make.

Everyone can be a Changemaker. Share Divina's story to inspire the next generation of change!

Human and Child Rights, Peace and Justice

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Divina Maloum: Children for Peace | The World's Largest Lesson

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Understanding Community Violence - from the Worlds Largest Lesson

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Understanding Community Violence - from the Worlds Largest Lesson

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Read about some different child experiences of violence and why ending all violence everywhere is key to achieving the SDGs and child rights.
You will:

Understand what violence is and how it can exist in different forms

Explore the different reasons for violence around the world

Make connections between local experience of violence and global violence

Develop solutions for preventing violence

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Students will read about some different child experiences of violence and why ending all violence everywhere is key to achieving the SDGs and child rights.

Students will:

Understand what violence is and how it can exist in different forms

Explore the different reasons for violence around the world

Make connections between local experience of violence and global violence

Develop solutions for preventing violence

Lesson plans

Peace and Justice

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Understanding Community Violence | The World's Largest Lesson

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On 23 September 2011, the Human Rights Logo was unveiled in New York. The winning design is by Predrag Stakic of Serbia and combines the shape of a hand with that of a bird. It is now available to everyone at no cost as an open source product for the promotion and protection of human rights.
Various downloads available at; https://www.humanrightslogo.net/en/download

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The Convention on the Rights of the Child (UNICEF)

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The Convention on the Rights of the Child (UNICEF)

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"A child" means every human being below the age of eighteen years - all children have rights and every adult should be making certain children can access those rights.

The United Nations Convention on the Rights of the Child is an important agreement by countries who have promised to protect children’s rights.

The Convention explains who children are, all their rights, and the responsibilities of governments. All the rights are connected, they are all equally important and they cannot be taken away from children.
This website has the rights of the child in a wide range of languages - which will you read?

**Check out Article 14**
**Check out Article 3**

https://www.unicef.org/child-rights-convention/convention-text-childrens-version

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Convention on the Rights of the Child: The children's version

1. Definition of a child

A child is any person under the age of 18.

2. No discrimination

All children have all these rights, no matter who they are, where they live, what language they speak, what their religion is, what they think, what they look like, if they are a boy or girl, if they have a disability, if they are rich or poor, and no matter who their parents or families are or what their parents or families believe or do. No child should be treated unfairly for any reason.

3. Best interests of the child

When adults make decisions, they should think about how their decisions will affect children. All adults should do what is best for children. Governments should make sure children are protected and looked after by their parents, or by other people when this is needed. Governments should make sure that people and places responsible for looking after children are doing a good job.

4. Making rights real

Governments must do all they can to make sure that every child in their countries can enjoy all the rights in this Convention.

5. Family guidance as children develop

Governments should let families and communities guide their children so that, as they grow up, they learn to use their rights in the best way. The more children grow, the less guidance they will need.

6. Life survival and development

Every child has the right to be alive. Governments must make sure that children survive and develop in the best possible way.

7. Name and nationality

Children must be registered when they are born and given a name which is officially recognized by the government. Children must have a nationality (belong to a country). Whenever possible, children should know their parents and be looked after by them.

8. Identity

Children have the right to their own identity - an official record of who they are which includes their name, nationality and family relations. No one should take this away from them, but if this happens, governments must help children to quickly get their identity back.

9. Keeping families together

Children should not be separated from their parents unless they are not being properly looked after - for example, if a parent hurts or does not take care of a child. Children whose parents don't live together should stay in contact with both parents unless this might harm the child.

10. Contact with parents across countries

If a child lives in a different country than their parents, governments must let the child and parents travel so that they can stay in contact and be together.

11. Protection from kidnapping

Governments must stop children being taken out of the country when this is against the law - for example, being kidnapped by someone or held abroad by a parent when the other parent does not agree.

12. Respect for children's views

Children have the right to give their opinions freely on issues that affect them. Adults should listen and take children seriously.

13. Sharing thoughts freely

Children have the right to share freely with others what they learn, think and feel, by talking, drawing, writing or in any other way unless it harms other people.

14. Freedom of thought and religion

Children can choose their own thoughts, opinions and religion, but this should not stop other people from enjoying their rights. Parents can guide children so that as they grow up, they learn to properly use this right.

15. Setting up or joining groups

Children can join or set up groups or organisations, and they can meet with others, as long as this does not harm other people.

16. Protection of privacy

Every child has the right to privacy. The law must protect children's privacy, family, home, communications and reputation (or good name) from any attack.

17. Access to information

Children have the right to get information from the Internet, radio, television, newspapers, books and other sources. Adults should make sure the information they are getting is not harmful. Governments should encourage the media to share information from lots of different sources, in languages that all children can understand.

18. Responsibility of parents

Parents are the main people responsible for bringing up a child. When the child does not have any parents, another adult will have this responsibility and they are called a "guardian". Parents and guardians should always consider what is best for that child. Governments should help them. Where a child has both parents, both of them should be responsible for bringing up the child.

19. Protection from violence

Governments must protect children from violence, abuse and being neglected by anyone who looks after them.

20. Children without families

Every child who cannot be looked after by their own family has the right to be looked after properly by people who respect the child's religion, culture, language and other aspects of their life.

21. Children who are adopted

When children are adopted, the most important thing is to do what is best for them. If a child cannot be properly looked after in their own country - for example by living with another family - then they might be adopted in another country.

22. Refugee children

Children who move from their home country to another country as refugees (because it was not safe for them to stay there) should get help and protection and have the same rights as children born in that country.

23. Children with disabilities

Every child with a disability should enjoy the best possible life in society. Governments should remove all obstacles for children with disabilities to become independent and to participate actively in the community.

24. Health, water, food, environment

Children have the right to the best health care possible, clean water to drink, healthy food and a clean and safe environment to live in. All adults and children should have information about how to stay safe and healthy.

25. Review of a child's placement

Every child who has been placed somewhere away from home - for their care, protection or health - should have their situation checked regularly to see if everything is going well and if this is still the best place for the child to be.

26. Social and economic help

Governments should provide money or other support to help children from poor families.

27. Food, clothing, a safe home

Children have the right to food, clothing and a safe place to live so they can develop in the best possible way. The government should help families and children who cannot afford this.

28. Access to education

Every child has the right to an education. Primary education should be free. Secondary and higher education should be available to every child. Children should be encouraged to go to school to the highest level possible. Discipline in schools should respect children's rights and never use violence.

29. Aims of education

Children's education should help them fully develop their personalities, talents and abilities. It should teach them to understand their own rights, and to respect other people's rights, cultures and differences. It should help them to live peacefully and protect the environment.

30. Minority culture, language and religion

Children have the right to use their own language, culture and religion - even if these are not shared by most people in the country where they live.

31. Rest, play, culture, arts

Every child has the right to rest, relax, play and to take part in cultural and creative activities.

32. Protection from harmful work

Children have the right to be protected from doing work that is dangerous or bad for their education, health or development. If children work, they have the right to be safe and paid fairly.

33. Protection from harmful drugs

Governments must protect children from taking, making, carrying or selling harmful drugs.

34. Protection from sexual abuse

The government should protect children from sexual exploitation (being taken advantage of) and sexual abuse, including by people forcing children to have sex for money, or making sexual pictures or films of them.

35. Prevention of sale and trafficking

Governments must make sure that children are not kidnapped or sold, or taken to other countries or places to be exploited (taken advantage of).

36. Protection from exploitation

Children have the right to be protected from all other kinds of exploitation (being taken advantage of), even if these are not specifically mentioned in this Convention.

37. Children in detention

Children who are accused of breaking the law should not be killed, tortured, treated cruelly, put in prison forever, or put in prison with adults. Prison should always be the last choice and only for the shortest possible time. Children in prison should have legal help and be able to stay in contact with their family.

38. Protection in war

Children have the right to be protected during war. No child under 15 can join the army or take part in war.

39. Recovery and reintegration

Children have the right to get help if they have been hurt, neglected, treated badly or affected by war, so they can get back their health and dignity.

40. Children who break the law

Children accused of breaking the law have the right to legal help and fair treatment. There should be lots of solutions to help these children become good members of their communities. Prison should only be the last choice.

41. Best law for children applies

If the laws of a country protect children's rights better than this Convention, then those laws should be used.

42. Everyone must know children's rights

Governments should actively tell children and adults about this Convention so that everyone knows about children's rights.

43 to 54. How the Convention works

These articles explain how governments, the United Nations - including the Committee on the Rights of the Child and UNICEF - and other organisations work to make sure all children enjoy all their rights.

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The Convention on the Rights of the Child: The children's version

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Read and download the child-friendly version of the Convention on the Rights of the Child

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UN Convention on the Rights of the Child (UNCRC) Symbols Cards - from CYPC Scotland, in collaboration with England and Wales

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UN Convention on the Rights of the Child (UNCRC) Symbols Cards - from CYPC Scotland, in collaboration with England and Wales

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Download from this weblink, UNCRC symbols cards, designed to be used as a communication tool for children and young people who:

are non-verbal,

have speech and language difficulties, or

have additional support needs.

Useful for working with children, teenagers and adults in a wide range of settings
**Check out Article 14**
**Check out Article 3**

https://www.cypcs.org.uk/resources/uncrc-symbols-cards/

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The Children and Young People's Commissioner Scotland

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Resource: Learning about human rights

Date published on site:

November 2016. We've worked with other Commissioner's offices to produce a simplified version of the UN Convention on the Rights of the Child (UNCRC). It communicates the first 42 articles of the UNCRC using symbols and easy to read language.

We worked with the Children's Commissioner for Wales and the Children's Commissioner for England to create this version of the UNCRC. It was produced by Widgit Software.

Who the resource is for

Our Symbols resource is designed to be used as a communication tool for children and young people who:

are non-verbal,

have speech and language difficulties, or

have additional support needs.

It can also be used to help communicate ideas about rights to very young children.

The resource has been designed for adults working with children and young people in a wide range of settings. Adults who might use it include:

parents and carers,

educators,

support workers,

youth workers, and

practitioners.

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We've produced a simplified version of the UNCRC. It communicates its first 42 articles with symbols and easy to read language.

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Download the illustrated version as a pdf

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Universal Declaration of Human Rights (UDHR)

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Universal Declaration of Human Rights (UDHR)

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The Universal Declaration of Human Rights is common standard of achievements for all peoples and all nations. It sets out, for the first time, fundamental human rights to be universally protected and it has been translated into over 500 languages.

Read the illustrated version online at; https://www.un.org/en/udhrbook/

Visit the website for English and other languages, and to watch & listen to people from around the world reading the articles of the Universal Declaration of Human Rights in over 80 languages; https://www.un.org/en/about-us/universal-declaration-of-human-rights

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Amnesty International Report 2022/23: The state of the world’s human rights (Amnesty International, March 2023)

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Amnesty International Report 2022/23: The state of the world’s human rights (Amnesty International, March 2023)

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The Amnesty International Report 2022/23 connects these issues at global and regional levels. It analyses the 2022 human rights situation in 156 countries and calls for action.

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2022 saw new, renewed and protracted conflicts that led to appalling tragedies. Some of them amounted to war crimes and crimes against humanity. Across the world, authorities continued their heavy-handed repression of universal freedoms. Economic crises led to rocketing price rises for food and fuel and increased pressure on health and other social services. The most marginalized were hit the hardest, and inequality rose. Women, girls and LGBTI people faced gender-based violence and discrimination. The Amnesty International Report 2022/23 connects these issues at global and regional levels. It analyses the 2022 human rights situation in 156 countries and calls for action.

Choose a language to view report

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Amnesty International Report 2022/23: The state of the world's human rights - Amnesty International

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2022 saw new, renewed and protracted conflicts that led to appalling tragedies. Some of them amounted to war crimes and crimes against humanity. Across the world, authorities continued their heavy-handed repression of universal freedoms. Economic crises led to rocketing price rises for food and fuel and increased pressure on health and other social services.