Introduction: Despite the United Nations Convention on the Rights of the Child (UNCRC) coming into force 35 years ago,(1) literature continues to highlight failures in its implementation. (2–5) Human Rights Education (HRE) is not only a tool for empowerment, but a crucially preventative measure in child protection and safeguarding. (6) Yet, application in schools is inconsistent and rarely legally mandated. Existing efforts often strain overstretched school budgets and staff, whilst others position children as passive recipients of knowledge, failing to engage meaningfully. (3,4,6) The aim of this study was to evaluate HRE strategies, and to propose a cost-effective, accessible and integrated strategy that complements existing curricula and truly instils ownership of their human rights.
Method: All literature was identified using online databases such as Taylor & Francis, JSTOR and Google Scholar, using key terms such as “human rights”, “HRE” and “children”. Inclusion criteria prioritised peer-reviewed primary research articles published within the last 5 years (2020 - 2025) in order to capture the most current educational approaches and policy discussions.
Results and Discussion: There are clear benefits of HRE. Teaching children their human rights fosters empathy and educational engagement, and reduces loneliness and school avoidance. (3,7) Global-scale initiatives like the United Nations International Children’s Emergency Fund (UNICEF) Rights Respecting Schools Award (RRSA) and Tanzania’s Shule Bora strengthen safeguarding systems and empower children to identify and report abuse. (3,8)
Yet, delivery remains inconsistent. Globally, 15 out of 26 countries surveyed provide no basic rights education to children, with only 3 actively monitoring HRE. Notably, no country mandates teacher training, leaving educators and safeguarding leads underprepared and lacking confidence in both terminology and application. (4,5)
In the UK, Scotland and Wales have taken progressive steps, incorporating the UNCRC into domestic law, embedding HRE into criteria for Excellence and Education, thereby increasing incentives to adopt rights-based approaches. England does not require the implementation of HRE, despite the UK government’s commitment to uphold and promote the principles of the UNCRC. (3,4)
Further barriers exist. While programmes like the RRSA are impactful, they incur cost. With rising inflation and limited budgets, this can dissuade educators, especially when already facing resource constraints.(3) This creates an equity issue, where access to HRE may depend on a school’s financial flexibility, rather than the needs of its pupils.
Conclusion: The current HRE landscape falls short, and we continue to fail the next generation. To shift from tokenistic compliance toward meaningful change, policymakers must legislate for a nationwide, mandatory approach. It must be child-centred, both in content and delivery, as well as accessible, interactive and embedded into the national curriculum. Crucially, it must reframe children as active rights-holders and changemakers, capable of recognising, challenging and preventing rights violations in their own lives and communities.
As paediatricians, we hold a duty not only to treat, but to protect. Safeguarding does not begin with injury or illness, but with education. Our responsibility extends beyond clinic walls: we must champion systems that empower our youth with the most fundamental knowledge of all.
