Human Rights Education and a Rights-Based Approach to Transition by https://padlet.com/B219449/a4cek802xo5ok8pl en-us 2023-05-15 12:57:16 UTC 2025-11-07 13:59:53 UTC hello@padlet.com https://vsktelangana.org/demo/wp-content/uploads/2020/12/HumanRights.jpg UNCRC: B219449 https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591282363 The United Nations Convention on the Rights of the Child (UNCRC) is an international agreement, setting out the civil, political, economic, social and cultural rights for every child. (Young Scot, 2021: 8). A child is defined as every human being under the age of 18 years (UNICEF, UNCRC Article 1). UNCRC rights are:

  • Universal: They belong to everyone under the age of 18.
  • Inalienable: They cannot be taken away.
  • Indivisible: They are part of a broad structure and cannot be separated from each other.
  • Interdependent: They depend upon each other. For example, the right to the best health is reliant on the right to be free from discrimination (Young Scot, 2021: 9). 
]]> 2023-05-15 13:00:24 UTC https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591282363 B219449 https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591283323 In March 2021, the UNCRC (Incorporation) (Scotland) Bill was passed unanimously by the Scottish Parliament (Scottish Government, 2021). The core purpose of the bill was to bring children’s rights to the heart of domestic law in Scotland, ensuring that no policy is passed by the Scottish Parliament which breaches children’s UNCRC rights, and that public services are bound by law to protect and uphold children’s rights (NICCY, CYPCS & CCW, 2022). Although the bill is yet to be implemented, its passing represents a significant milestone in the commitment to children’s rights in Scotland (Together Scotland, 2023). Children’s rights are visible in national legislation in other areas, for example, ‘Getting it Right for Every Child’ (GIRFEC), the national strategy for wellbeing among children and young people, is underpinned by the recognition that children’s rights and wellbeing are ‘intrinsically linked and mutually reinforcing’ (Scottish Government, 2022: 7). GIRFEC is a central policy driver for education in Scotland (Education Scotland, 2023), sitting at the heart of the ‘Health and Wellbeing Across Learning’ framework throughout the Curriculum for Excellence (CfE) (Education Scotland, 2010: 8).
 
Although the UNCRC has not yet been incorporated into domestic law in Scotland, the government of the United Kingdom, alongside all-but-one member states in the United Nations, have ratified the treaty, meaning that the government has a duty under international law to respect UNCRC Rights (UNICEF, nd).
 
]]> 2023-05-15 13:01:04 UTC https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591283323 B219449 https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591288130 ‘States Parties undertake to make the principles and provisions of the Convention widely known, by appropriate and active means, to adults and children alike’ (UNCRC, Article 42).
 
In ratifying the Convention, the government is under international obligation to ensure that children, young people and adults know and understand UNCRC rights. Simply put; children cannot identify a violation of their rights if they do not know what their rights are. Struthers (2019) argues that this can only be fulfilled through adequate Human Rights Education (HRE) in schools, stating that, ‘children must be actively taught the language, knowledge and channels they need to defend their rights’ (Struthers, 2019: 1). In an analysis of HRE in Scotland, Daniels (2021) highlights the lack of engagement with human rights in the Curriculum for Excellence, noting that ‘human rights’ are only explicitly referenced once, in passing within a Religious and Moral Education requirement that ‘learners develop views about values such as fairness, equality and human rights (Daniels, 2021: 159). There is very little specific engagement within the CfE on questions about what rights are or how they are protected. This conclusion was also reached by BEMIS (2013), who found that, although the ideals of the CfE are consistent with a transformative and rights-based approach, HRE is not explicit enough within the curriculum content itself, and its presence in the classroom may be dependent on the interests of particular teachers (BEMIS, 2013: 59).
]]> 2023-05-15 13:04:16 UTC https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591288130 B219449 https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591289147 Struthers (2019) argues that the teaching of HRE changes perceptions of human rights; from being viewed as an abstract, global and aspirational framework (Struthers, 2019: 1) to a concept understood by children and young people as relevant and real in their everyday lives. Beyond the legal obligation to educate children on their rights, key arguments for formal human rights education include; safeguarding and protection from abuse, fighting prejudice and biases, and empowering children with the value of human dignity.
 
  • Safeguarding and protection from abuse: Through HRE, learners come to understand that human rights belong to everyone, unconditionally, simply by virtue of being human (Struthers, 2019). This casts out any misconceptions children may have about “rights and responsibilities” (Young Scot, 2021: 11), for example, if a child faces a rights violation in the case of abuse or neglect, they must understand that they hold the right to protection from harm, unconditional of any responsibility attributed to them by the abuser. 
 
  • Fighting prejudice and biases: In 2022, non-profit organisation Hate UK analysed Home Office Hate Crime Data for 2021/22, finding a 26% increase in reports of Hate Crime from the previous year (Davey and Howe, 2022). Amidst the global threats of rising extremism, Struthers argues that HRE becomes increasingly valuable, in counteracting polarising narratives, and building a culture which centres the values and principles of human rights (Struthers, 2019). Challenging biases at a young age equips children with the language and understanding they need to challenge prejudices, creating a generation of rights-defenders. 
 
  • Empowering children: Human rights should convey to children that they are dignified and worthy of respect (Struthers, 2019: 5). Through a substantial human rights education, children are empowered and equipped with the knowledge that real-life experiences such as hunger, inadequate living standards or dismissal of their views are not just a case of bad luck, but a violation of their human rights. Children are also empowered by knowing information on adults’ responsibility as duty-bearers to protect children’s rights.
]]> 2023-05-15 13:05:00 UTC https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591289147 B219449 https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591290959 As it stands, with limited explicit human rights content in the Curriculum for Excellence, schools can look to external organisations such UNICEF and Young Scot for support with HRE. These organisations provide rich materials and guidance on building a rights-respecting culture in school.]]> 2023-05-15 13:06:05 UTC https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591290959 B219449 https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591291795 The UNICEF RRSA is awarded to schools in recognition that children’s rights are embedded at the heart of school policy and practice (UNICEF, 2017). Schools work towards outcomes across three strands: ‘Strand A: Teaching and Learning about Rights’, ‘Strand B: Teaching and Learning through Rights’, and ‘Strand C: Teaching and Learning for Rights’ (UNICEF, 2021).

  • Strand A is achieved when children, young people, and the wider school community have developed knowledge and understanding of the UNCRC, and how rights manifest in their own lives (UNICEF, 2021). This could involve delivering lessons on rights and key UNCRC concepts including the inalienable, indivisible, universal and unconditional nature of human rights, duty-bearers and duty-holders, and how local and global issues link to rights. 
 
  • Strand B is about the ethos and relationships across the school; ensuring that children, young people and adults work collaboratively within a school community based on ‘equality, dignity, respect, non-discrimination and participation’ (UNICEF, 2021). Decisions and actions affecting children are rooted in and resolved through rights. This might involve using an explicit rights-based approach to clarifying disagreements within the classroom, providing information and support for a range of needs, providing opportunities for children to play an active role in their own learning.
 
  • Strand C is focused on empowerment and action; children know that their views are taken seriously, and have taken action to exercise their rights and promote the rights of others (UNICEF, 2021). You might incorporate a rights-based campaign or action plan throughout a particular topic, for example, a local environmental campaign to promote recycling, or a project to raise awareness of global sustainability goals.
 
Over 1.6 million children go to a Rights Respecting School (RSS) in the UK, and UNICEF’s impact report shows that children in RRSs feel safe, engaged in their education and local community, are happier in themselves and enjoy supportive relationships with the adults who care for them (UNICEF, 2018). However, the RRSA is a membership-based programme, which involves an annual subscription linked to the number of pupils in the school (UNICEF, nd). Moreover, it requires a commitment from the whole school community, including teachers,pupils, parents and governors, and both financial and human resources to complete the accreditation. At a time when resources are notably stretched in schools across Scotland, this may be a limiting factor in accessing HRE through the RSSA.
]]> 2023-05-15 13:06:41 UTC https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591291795 B219449 https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591292927 Activate Your Rights is a free information and resource pack, developed with young people across Scotland in partnership with Young Scot, Children in Scotland and the Scottish Government (Young Scot, nd). They have co-produced a facilitation pack for educators, which takes children and young people through three strands: Rights Awareness, Rights in Action and Rights Resilience (Young Scot, 2021). This is a less comprehensive resource than that offered by UNICEF, but includes a series of lesson plans, divided up by age ranges from 0-18, which can be picked up and adapted by teachers to suit their class. The Activate Your Rights webpage includes child-friendly information about how to take action if you feel your rights have not been respected. This is a rich and useful resource for schools who currently like the human or financial resources to embark on the RSSA. ]]> 2023-05-15 13:07:28 UTC https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591292927 B219449 https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591297069 2023-05-15 13:10:11 UTC https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591297069 B219449 https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591297549 2023-05-15 13:10:32 UTC https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591297549 B219449 https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591299376 Zeedyk et al. highlight that the transition period from primary to secondary school can be one of the most difficult in a learners’ educational career (Zeedyk et al. 2003), and that positive or negative experiences of transition can have significant and lasting consequences. For example, success in navigating transition has been seen to impact children’s academic outcomes, self-esteem, connection to their peers and overall well being (Zeedyk et al. 2003). Some of the biggest concerns highlighted by children in this period are the prospect of bullying (Zeedyk et al. 2003) and generally building relationships with new teachers and peers (White, 2020). Both Zeedyk et al. and White cite the degree of self-esteem, self-confidence and self-empowerment felt by children as significant factors which contribute to differences in their experiences of transition. HRE, and a rights-based approach to transition, aims to build self-esteem and resilience in children, equipping them with knowledge and language to recognise rights-respecting behaviour and experiences in secondary school (Fairhall et al. 2021). By centering children’s right to participation in the transition process, it moves from being ‘something that’s done to them’ (Fairhall et al. 2021), to something that they have ownership of, ensuring that they experience transition with the certainty that their voice matters in the process.
 
]]> 2023-05-15 13:11:45 UTC https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591299376 B219449 https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591300265 Fairhall et al. (2021) conducted research with primary school staff and pupils as they completed a rights-based transition to secondary school. The research participants were all Accredited Rights-Respecting primary schools, so rights had been visible and explicitly taught to children during their school experience (Fairhall et al. 2021). The two following focus-points are essential within a rights-based transition:
 
  • Transferring rights to new contexts: Staff reported that centering rights in the transition process was important in giving children the opportunity to ‘prepare and transfer and apply their rights in different contexts’ (Fairhall et al. 2021: 420), and to think about how they might use their rights as a tool in navigating new situations, in recognition that the secondary school may not have the same rights-based culture. Pupils identified that their extensive rights education allowed them to identify rights in a new environment, particularly if it did not have an explicit rights respecting focus (Fairhall et al, 2021: 423). For example, the importance of pupil voice was recognised in high school with the idea of ‘pupil champions’ and pastoral work such as counselling opportunities.
 
  • Rights as a supportive tool: During the transition process, children developed their own ‘Rights Baskets’, which included specific rights, such as ‘my right to relax and play’ (Fairhall et al. 2021: 419), alongside examples of these rights in action, and strategies linked to their understanding of rights. They also included examples of the roles and responsibilities of new adults, identifying ‘rights holders, protectors and promoters’ (Fairhall et al. 420). Staff identified that this was particularly useful for students with additional support needs, who developed tools and scripts with ways to respond to new situations in secondary school (Fairhall et al. 2021). Pupils commented that they could use these tools to share their knowledge of rights with new pupils who did not come from the same rights-based context. 
 
On the basis of these findings, educators committed to a rights-based transition process might consider creating case-studies representing real life situations, in which children are challenged with identifying rights-breeches or rights-respecting behaviours in new contexts. Educators may also consider working with children to create their own tool-kits, considering scenarios based on individual children’s needs, and developing a response plan where appropriate. 
 
 
]]> 2023-05-15 13:12:23 UTC https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591300265 B219449 https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591300777 Human Rights Education is not only about children knowing their UNCRC rights, but it’s about supporting them to understand and identify those rights in the context of their lives and the lives of others. Moreover, a rights-respecting approach to education should ensure that children's rights are at the core of school conduct, with pupil voice and participation at the heart of decision-making. A rights-based approach to the transition period supports children to be empowered and equipped in facing new surroundings, building their confidence and resilience in the process. ]]> 2023-05-15 13:12:46 UTC https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591300777 B219449 https://padlet.com/B219449/a4cek802xo5ok8pl/wish/2591302768 BEMIS (2013) A Review of Human Rights Education in Schools in Scotland. The Scottish Government. Accessed April 2023: A Review of Human Rights Education in Schools in Scotland.
 
Daniels, S. (2021) Human Rights Education in Scotland: realising the right to education and the incorporation of the United Nations Convention on the Rights of the Child. PhD thesis.
 
Davey,I. And Howe, B.(2022) Response to the Home Office Hate Crime Data. Accessed April 2023: Response to the Home Office Hate Crime Data 2021/2022
 
Education Scotland (2010) Curriculum for Excellence: Experiences and Outcomes. Accessed April 2023: Curriculum for Excellence: Experiences and outcomes
 
Education Scotland (2023) Policy for Scottish Education: Policy Drivers. Accessed May 2023: Policy drivers | Policy for Scottish education | Scottish education system | Education Scotland
 
Fairhall, N. et al. (2021). Creating and evaluating transition from primary to high school utilising children’s rights. Educational psychology in practice. 37(4). pp.413-429. 
 
NICCY, CYPCS & CCW (2022) Report of the Children’s Commissioners of Northern Ireland, Scotland and Wales to the United Nations Committee on the Rights of the Child. Accessed April 2023: Report of the Children's Commissioners of Northern Ireland, Scotland and Wales to the United Nations Committee on the Rights of the Child.
 
Scottish Government (2022) Getting it right for every child - Policy Statement. Accessed May 2023: Getting it right for every child: Policy Statement - 2022.
 
Scottish Government (2021) United Nations Convention on the Rights of the Child implementation: introductory guidance. Accessed May 2023: UNCRC (Incorporation) (Scotland) Bill - United Nations Convention on the Rights of the Child implementation: introductory guidance - gov.scot
 
Struthers, A.E.C. (2019). Teaching Human Rights in Primary Schools: Overcoming the Barriers to Effective Practice (1st ed.). Routledge. https://doi.org/10.4324/9781315201719
 
Together Scotland, (2023) Incorporation of the UN Convention on the Rights of the Child. Accessed April 2023: Incorporation of the UN Convention on the Rights of the Child | Together Scotland
 
UNICEF (2018) Impact Report 2018. Creating Active & Engaged Citizens. Accessed April 2023: 2018 CREATING ENGAGED GLOBAL CITIZENS IMPACT REPORT
 
UNICEF (2021). RSSA Outcomes at Silver and Gold. Accessed April 2023: RRSA OUTCOMES AT SILVER AND GOLD
 
UNICEF (2017). Safe, Respected Engaged: The impact of child rights education in UK rights respecting schools in 2017. Accessed May 2023: www.unicef.org.uk/rights-respecting-schools/wp-content/uploads/sites/4/2018/05/Rights-Respecting-Schools_Impact-2017_180418_Final.pdf
 
UNICEF (nd). What is the UN Convention on Children’s Rights? Accessed April 2023: UN Convention on the Rights of the Child - UNICEF UK
 
UNICEF (nd.) Costs of the RSSA. Accessed May 2023:  Costs of the RRSA - Rights Respecting Schools Award
 
White, J. (2020) Supporting children’s mental health and wellbeing at transition from primary to secondary school: Evidence review. NHS Health Scotland.
 
Young Scot (nd.) Activate Your Rights. Accessed May 2023: Activate Your Rights – Young Scot
 
Young Scot (2021). Children and Young People’s Rights: Activity Facilitation Pack
 
Zeedyk et al. (2003) Negotiating the Transition from Primary to Secondary School. School Psychology International. 24:1, pp.67-79. https://doi.org/10.1177/0143034303024001010open_in_new
 
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