Search Results (19)

In Australian education, the challenges and complexities of school leadership and the educational achievement of Aboriginal and Torres Strait Islander young people are frequently debated. Each has been given individual attention, but little attention to how school leadership and educational success for Aboriginal and Torres Strait Islander young people collectively interact. While there are increasing expectations of school leaders enabling the success of Aboriginal and Torres Strait Islander young people and Aboriginal and Torres Strait Islander perspectives embedded in schools, knowledge is required about the role of transformative leadership approaches that enable cultural responsiveness in the actions and practices of school leaders. Framed by Rigney’s Indigenist Research Theory (IRT) and Transformative Leadership Theory (TLT), this paper draws from a collective case study that gathers the lived experiences of school leadership from Aboriginal and Torres Strait Islander families, community, staff and school leader participants. The findings illuminate the actions and practices that school leadership enact to lead culturally responsive and inclusive school communities. The study argues the necessity of school leaders valuing and engaging with Aboriginal and Torres Strait Islander knowledges, perspectives and lived experiences as critical for advancing educational success for Aboriginal and Torres Strait Islander peoples, and education for all young people. Exploring the role of transformative leadership in the advancement of equity and excellence in Aboriginal and Torres Strait Islander education in Australia, this paper culminates in examining the implications for practice that also support the advancement of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), the United Nations Convention on the Rights of the Child (UNCRC), and the United Nations’ Sustainable Development Goal 4 (SDG 4) of equity, inclusion, and quality education and lifelong learning for all. Full article

Promoting children’s rights in early childhood education is internationally recognised as a priority, yet its practical implementation remains challenging. This qualitative study explored the perceptions of three early childhood educators in northern Portugal regarding children’s rights and how these are reflected in their practices. Guided by an interpretive paradigm, the study sought to understand participants’ beliefs through semi-structured interviews, conducted with full ethical compliance, including informed consent, withdrawal rights, and anonymity. Data were analysed using MAXQDA, through an inductively generated coding system. Findings indicate that educators acknowledge their vital role in upholding children’s rights and in fostering respectful learning environments. However, significant gaps were found in the realisation of the right to participation, with tensions between educators’ stated values and their described practices—particularly regarding children’s involvement in decision-making. A prevailing emphasis on protection often limited children’s autonomy and agency. The study highlights the complexities of translating policy frameworks, such as Portuguese legislation and the UNCRC, into consistent pedagogical action. Despite its small sample size, the study offers valuable insights into the barriers to implementing a rights-based pedagogy and underscores the need for enhanced educator training, active listening practices, and the recognition of play as a fundamental right. Full article

Background: Children in pediatric oncology report unmet needs related to communication and information about the illness, care involvement, and psychosocial support. Supporting the whole family involves challenges, with a risk that children’s voices are not heard above those of the adults. Article 12 of the UNCRC has been a catalyst in supporting children’s voices and their right to participate in processes that affect them. The aim of this study was to explore how children with cancer and their siblings experienced participation in a family-centered psychosocial support intervention, the Family Talk Intervention (FTI). Methods: Interviews were held with 35 children (ill and siblings) from 26 families in pediatric oncology after having completed the FTI. A combined deductive and inductive qualitative content analysis was undertaken, guided by the Lundy model of child participation. Results: Children’s experiences of being able to express their views, being listened to, and being involved during FTI were mainly positive. This was related to their participation in individual meetings where they could raise their concerns and views, undertake small activities while talking, and have their voices and needs mediated to relevant adults, such as parents and professionals. Conclusions: The findings of this study showed that the FTI for families in pediatric oncology created opportunities to promote child participation. These findings indicate that, by offering children an individual space where they can express themselves freely and supporting them in various ways to do so, the children’s voices and involvement are strengthened. Full article

In this paper, it is argued that we are in a ‘postpaternalist’ era for children’s rights, involving grassroots action from children (for the first time, on a global scale) rather than well-meaning adults ‘giving’ children their rights. Child/youth climate action has involved under-18s acting for the environment through grassroots protest, media work and lobbying. The UN Convention on the Rights of the Child (CRC) has arguably to date been approached in a paternalist way, whereby children need adults to help them to access rights. Yet, child/youth climate advocates have taken their own action, and demand equality as they enter rights spaces. They are frequently working with adults as equals and allies in litigating climate cases, for example. It is argued that (although there are rights challenges in a postpaternalist time) these young rights leaders have transformed human rights for the better, and adults should facilitate their work in a way that is child- and youth-friendly. Full article

The number of unaccompanied migrant children (UMC) that landed in Italy on a daily basis was 14,044 in 2022 and 18,820 in 2023 (as stated by the Italian Ministry of Interior). This research study examines Law 47/2017, which implements the United Nations Convention on the Rights of the Child (UNCRC). It ponders inclusive educational models other than formal learning by investigating non-formal education (NFE) that takes place outside formal learning settings, although in synergy with them, for personal and vocational fulfilment. By way of example, a particularly original case study on school children newly arrived in Italy from Ukraine in 2022 is reported herein. Thirty interviews were held in Italy for three years, from 2021 to 2023, with the people in charge of unaccompanied migrant children to investigate the integration actions implemented as well as the use of NFE. Novel data from the education and employment sectors were collected to fill some pre-existing gaps in the literature. The focus group conducted in 2023 with twelve volunteer tutors highlighted data and conclusions that can be cross-checked and generalised on the use of effective operating tools to identify European pathways to peace and democracy, which may be useful in forging new solidarity patterns. Full article

The discourse that has so far dominated in Sweden, and which has manifested itself in various legislation concerning children who commit crimes, is going to change soon. We argue that this discourse is set to be replaced by one that does not consider the subordinate position of children as a result of their age but rather equates them with adults, thus making invisible the power imbalance between children and adults. In this article, we analyze a political document, the Tidö Agreement, and its articulations on youth criminality. We consider the Tidö Agreement to be an important tool in the process of social change, and we carry out this discussion in connection to the United Nations Convention on the Rights of the Child (UNCRC), which became law in Sweden in 2020. By using a discourse theory perspective, we examine the articulations in the Tidö Agreement and discuss how these articulations can reproduce or challenge the current discourses by fixing meaning in certain ways. For instance, the word “child” is ambiguous, and its identity changes depending on how it is positioned in relation to other words in a concrete articulation. In this article, we discuss how this word is used in some contexts but avoided in others, and what consequenses this has. Full article

According to the United Nations Convention on the Rights of the Child (UNCRC), every child has the right to be heard and express their views in matters that concern them. Yet, participation is one of the most debated aspects of the UNCRC. Although children’s participation is a statutory requirement of Finnish early childhood education and care (ECEC) and schools, educators are often unfamiliar with how to meet the demands of participation. In this study, we examined what kinds of counter discourses about the realization of children’s participation could be differentiated in interviews with present and future education professionals who took part in a study program focusing on knowledge and skills regarding young children’s rights and participation. The data, which consisted of individual and group interviews with 31 participants, were analyzed with discourse analysis. Three counter discourses were identified: unrealized, adult-defined, and elusive participation. The discourses illuminated various dilemmas in children’s participation. Awareness of such dilemmas enables the development of pedagogical practices that enhance children’s wellbeing and rights. Full article

It is widely recognised that trauma-informed care is fundamental to meeting the needs of children who experience residential care. Service design is central to this, and the aim of this article is to illustrate the experiences of 13 young people who have lived within group care settings, to highlight how a service’s capacity can impact on children’s needs being met. Using findings from a PhD thesis engaging 18–29-year-olds in Scotland, the research used a mixed methodological approach of questionnaires and semi-structured interviews to elicit young people’s retrospective care experiences. The findings show that the number of children within a setting can adversely affect the feeling of being emotionally and practically supported, resulting in some children feeling that their needs were not fully met. This will offer insight to practitioners, managers and decision makers who are engaged in the delivery and development of children’s services. Background: The United Nations Convention on the Rights of the Child (UNCRC) articles 3, 9 and 20 and Scotland’s Independent Care Review state what children should expect from authorities and services responsible for providing alternative care. The ambition for Scotland’s children is that they “grow up loved, safe, and respected so that (they) realise their full potential”. For those who spend a period of their childhood growing up in residential care, they should experience a relational, trauma-informed and caring approach from staff. Full article

Comprehensive sexuality education (known as Relationships and Sex Education (RSE) in England), which is age-appropriate, accurate, realistic and non-judgemental, is a tool that enables children and young people to make informed decisions about their sexual health, sexuality and well-being. As such, it is crucial towards the realisation of many of the rights of children under the UN Convention on the Rights of the Child, such as, but not limited to, the rights to information, education and health. However, in the English guidance on RSE, there is very little consideration of children’s rights, and the requirement to involve parents in the shaping of RSE curricula as well as the right for parents to withdraw children from sex education lessons potentially hinders children’s access to RSE. In this paper, we discuss the views and experiences of teachers and professional educators to ascertain the position of children’s rights in the National Guidance on RSE and in the everyday practice of teaching RSE. Their views and experiences assist us in understanding some of the motivators and barriers to teaching RSE from the perspective of children’s rights. In analysing the English approach to RSE, we used Bourke, Mallon and Maunsell’s framework and considered RSE rights under the UNCRC from the perspective of the right to education; rights in education and rights through RSE. Full article

A key impetus for the implementation of the 1980 Hague Convention on the Civil Aspects of International Child Abduction was the protection of children from the harmful effects of their wrongful removal or retention. This article considers how well the Convention is achieving this aim in light of the challenges it faces in a global society that has changed significantly since its introduction. Two key aspects of the Convention’s operation are addressed in this regard: (i) The intersection between domestic violence and the exception to return in Article 13(1)(b); and (ii) the adoption of practices to enable abducted children to receive information about, and be given effective opportunities to express their views and be heard in, Convention cases. The article discusses why, how, and to what extent the Convention needs to be nurtured to best position it to meet current and future challenges and demands, including the current differences in interpretation and implementation globally. Suggestions are made to help future-proof the Convention so that children can be best protected in the way envisioned by the Convention. Full article

This paper discusses the outcomes of an initiative to empower young people as active researchers. It highlights participants’ understandings of their role as researchers in terms of the meaning of research, the research processes, and the participants’ competences, knowledge, and skills. It describes a process that a group of 15 child councillors aged between 15 and 17 years went through that was aimed at equipping them with the knowledge and skills to conduct their research. Based on the data presented, it was clear that from the participants’ point of view, the research process was challenging and time-consuming since it entailed several steps that needed to be carried out with careful attention to detail. Despite this, the participants were confident in their ability to undertake independent research, albeit with guidance from adults. Their research abilities and knowledge of child rights improved because of their having conducted research. The participants also noted that their learning was more meaningful when they were engaged in the subject topic, supporting the notion that learning by doing is vital. Due to its emphasis on acquiring children’s meaningful participation and illustrating the complex reality of being a part of research, this study has made important contributions to the small body of literature on child participation in Malaysia. Full article

Background and Objectives: In 1989, the United Nations (UN) General Assembly adopted the United Nations Convention on the Rights of the Child (UNCRC), with a considerable number of the Articles of the Convention being related to the health status of children. Therefore, adhering to and assessing the implementation of the rights of children during hospitalization is a very important step towards child protection. Herein, we attempt to highlight the depth of knowledge of employees working in children’s hospitals with regard to children’s rights as well as the degree of adherence to the UNCRC with respect to hospitalized children. Material and Methods: The target group included all healthcare professionals working in the various general pediatric clinics of the three Children’s Hospitals of the Athens metropolitan area in Greece. We conducted a cross-sectional study, with data collection carried out in February and March 2020, using a structured questionnaire consisting of 46 questions which was handed out to all personnel. For the analysis, we used the IBM SPSS 21.0. Results: A total of 251 individuals participated in the study (physicians 20%, nurses 72%, and other employees 8%). A total of 54.5% of health professionals did not know what the UNCRC is, and 59.6% of them were not even aware that their hospital had rules and a bioethical committee related to clinical research involving children. Lack of awareness or trust of health professionals is also observed for other procedures or supervisory measures such as abuse protocols, complaint control, admission control, etc. With regard to the health system, there are shortcomings or weaknesses in (a) procedures followed with regard to respect for gender and privacy, (b) information on basic services provided by pediatric hospitals (such as recreation, education and free meals during hospitalization), (c) the logistical infrastructure (such as recreational facilities and facilities for the disabled), (d) the possibility of recording complaints, and (e) hospitalizations that were not necessary. A difference emerged concerning the nurses’ responses between the three hospitals, with nurses participating in relevant seminars held in one of the hospitals being significantly more informed. Conclusions: The majority of healthcare personnel seem unaware of basic principles with respect to children’s rights during hospitalization as well as relevant procedures and supervisory measures. Moreover, obvious weaknesses of the health system exist with respect to procedures, services, infrastructure, and complaint recording. There is a need for improved education of health professionals with respect to the implementation of children’s rights in pediatric hospitals. Full article

This article sets out key issues in determining and upholding the best interests of children, in need of social service support, who have family networks that span outside of the UK. These issues are then analysed against whether and how child protection professionals take these into account along with an overall consideration of the United Nations Convention on the Rights of the Child’s (UNCRC) ‘best interests of the child’, when assessing and planning for those needs in kinship care cases. Building on these themes, the findings of an exploratory study on international kinship care cases carried out by Children and Families Across Borders (CFAB), the UK branch of the non-governmental organisation, International Social Service, as well as CFAB’s associated Freedom of Information Requests to the UK government, are examined. These are then analysed in relation to legal and policy documents in England. Agency case records are analysed to identify a range of factors for children placed with ‘kinship’ carers across national borders, relating to the cultural relativity of the ‘best interest’ principle, the availability of family support in different social service structures, the understanding and application of legislation and policy in transnational contexts, and the availability of markers to track and analyse the scale of children crossing borders to join family. Full article

Unaccounted-for migrant workers (UMWs), who have left their employment placement and whose whereabouts are unknown, make up a vulnerable population in Taiwan. The children of UMWs have a particularly precarious status because they are undocumented/stateless, immigrant, and young. Living with this precarious status limits their children’s rights to survival and development. Moreover, services for female UMWs and their undocumented children are underdeveloped. This study explores the accessibility and availability of social services for UMWs and undocumented children, based on interviews with 12 stakeholders from multiple systems, including a local government, a child welfare placement center, a migrant worker detention center, a hospital, a regional religious center, and a foreign country office. Preliminary findings indicate the following: First, UMWs’ rights to healthcare are not preserved, and they experience greater prenatal risks because their illegal status excludes them from universal health coverage. Second, undocumented children’s rights to survival and development are concerning because these children can be placed in residential care without individualized care or environmental stimulation. Third, children’s rights to cultural identity and permanency are uncertain in that repatriation or adoption does not guarantee their future best interests. Full article

Background. Research has established the family as the predominant context for child labor practices. Decisions to involve children in child labor within the family or by a family member (herein family child labor) is strongly motivated by cultural beliefs that normalize child labor. This systematic review sought to synthesize evidence on the social norms that support child labor practices, and the normative interpretation of international child labor legislation/standards. Methods. We followed the PRISMA procedure for systematic review by reviewing empirical articles published between 2000 to 2021 and contained within the four key databases: Scopus, ISI Web of Sciences, PubMed and Embase. Findings from 13 articles that met the inclusion criteria were analyzed thematically. Results. The review included studies from three continents: Africa, Asia and Europe. Gender norms, informal apprenticeship norm, norms on succession and sustenance as well as obedience, were key social norms that influenced child labor practices in the family. Parents’ decision to involve children in child labor was strongly influenced by the collective acceptance of some occupations (e.g., cocoa farming and fishing) as family occupations, which need to be preserved, undertaken and passed on to children. Child rights and the UNCRC principle of children’s participation were considered foreign to most non-western countries and interpreted as contravention to the cherished social norm of obedience. The findings underlie the link between social norms and the common social values of resilience, hard work, and respect. Conclusion. The results provide foundations and target to develop normative change intervention programs to re-orient the negative interpretations of common social values and provide alternative pathways that prevent child labor within the social context. Full article