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APPENDIX I
Improving the lives of children in Scotland:
A report from the Children's Parliament ( CP) Local Investigation Team ( LIT) on Education
The CPLIT is part of a consultation being coordinated by Young Scot for Scottish Government and part of listening to children and young people's views in relation to the UNCRC Concluding Observations on the implementation of children's rights in the UK.
The issue of concern which was addressed by the CPLIT is Education. Education is a concern because the UN Committee has recognised that significant inequalities exist in children's experience of school and because some children and young people still do not or are not able to access the education which is their right. Other issues such as bullying persist and make learning difficult.
The purpose of the CPLIT was to enable 18 children, all in P7, to explore experiences of school through the lens of children's rights. As with all CP approaches the tone is positive and about achieving change.
The children participated in an initial 4 hour workshop, a follow up 2 hour workshop and then undertook a task in their own school. They also recorded key messages on video which form part of the Young Scot report to the Scottish Government.
The LIT activity was framed around 6 themes which provided a structure for discussion and learning; these themes are based on the CP thematic approach and are adapted to support children to explore the interface between children's rights and the experience of school. The themes are:
1. Everyone is safe, cared for and included
2. Everyone is happy and healthy
3. Everyone has their say
4. Everyone is important and special
5. Inside and out: The school environment everyone wants
6. Everyone is learning
The children discussed and explored what each theme means to them and working together they identified the characteristics of a school which successfully delivered on each theme. In other words, for example: what would we see, feel or experience in a school in which where everyone is safe, cared for and included? The CP uses creative arts approaches in all its work, on this occasion the CPLIT used drama to capture feelings and experiences which in turn allowed the children to articulate and record their views and aspirations for education and for Scotland's schools.
The views of the CPLIT children and their classmates have direct implications for implementation of the UNCRC in the context of Scotland's schools.
Locating the work of the CPLIT children in the context of the UN Committee concluding observations:
As part of their discussions the children engaged in the CPLIT were keen to ensure that adults heard and responded to their views with one child asking: "Do you really think they'll listen?" This issue relates directly to the UNCRC Committee concluding observations in relation to both adopting a comprehensive plan of action for implementation of the UNCRC in Scotland ( concluding observation 15) , but also in relation to bringing legislation into line with the Convention ( concluding observation 11). As long as children's experiences of rights are dependent on the goodwill or generosity of adults - whether that be parents or professionals such as teachers - adoption of the rights in to law on an issue by issue basis (the stated intention of Scottish Government) gives a feel of a rather ad hoc approach to children's human rights.
Of course the CPLIT focus on education relates directly to the UN Committees concluding observations on Education.
- Supporting the Committee's observation concerning the right of the child whatever their background to enjoy an inclusive education with "full enjoyment" the CPLIT members have identified the importance of every child engaging in learning. The CPLIT children have identified in one of their themes the characteristics which a school will have when indeed 'everyone is learning'.
- Across the work of the CPLIT members it is evident that ethos and relationships underpin a positive experience of school, where children's rights are understood and 'lived'. Because the CPLIT work is framed as a set of positive statements bullying is not named specifically because children have identified that in a school where children's rights are understood then children experience constructive and respectful relationships where diversity is understood and accepted.
- This LIT process with these primary school age children evidences the value and importance of strengthening children's participation in all matters of school, classroom and learning as the UN Committee proposes. It is the responsibility of Government and Local Authorities to ensure this happens.
Further matters relating to the concluding observations which we draw for the CPLIT work are as follows:
- Concluding observation 19: The committee recommends that child rights impact statements should be regularly conducted; this is seen largely in terms of policy and legislation. This model needs to be better understood and embraced within all public bodies, and this means schools too where decisions impact on children and their rights daily.
- Concluding observation 21: Knowledge of children's rights in Scotland and the UNCRC is poor. (See our additional comments on the last page of this report). The Committee view that the UNCRC should be part of the school curriculum, that professionals need training, and that the UNCRC must have its "principles and values integrated into the structures and practice of all schools" is absolutely central if we are to achieve what the children in the CPLIT have identified.
- Concluding observation 27: The concern of the Committee for ensuring article 3 is adequately integrated into legislation and policies is of course much needed, but does not take us far enough in our thinking. The CPLIT members have identified the characteristics of schools which show us exactly what the experience of schools can be like if we are genuinely, and practically, committed to the best interests of the child.
- Concluding observation 33: This consultation exercise shows the commitment of the Scottish Government to hearing the views of children and young people. What this CPLIT has shown is that the views of younger children in the primary school must also be heard and that to facilitate views creative and inclusive approaches are required; when there is a commitment to engagement with children in early years and primary school rights based practice in Scotland's schools is more likely to be achieved. The Committee calls for 'meaningful engagement' and this must be our intent and our achievement.
- Concluding observation 42: The UN Committee highlights the explicit and implicit commitment in the UNCRC to the child's "equal right to human dignity". Much of what the CPLIT has identified relates to the quality and nature of children's relationships with adults and speaks of their desire for relationships in schools which reflect respect for rights and dignity.
- Concluding observation 53: The CPLIT members show an interest in all children and adults behaving in ways which are respectful and allow learning to take place. Supporting the Committee's concern for children with additional support needs the CPLIT children also recognise that some children require support; where support is available learning for all children will be enhanced.
- Concluding observation 57: Supporting the Committee's observation the CPLIT members have identified the importance of mental health and wellbeing. The children identified that if you have feelings which are strong, or you don't understand, you can get into trouble. The CPLIT members saw the need for schools to be a place where children can get confidential, non stigmatising help and support.
- Concluding observation 69: Within their reflection on education the CPLIT children agree with the Committee that play has an important part to play in the experience of school, and this includes their desire to be outside and interact with and learn from the natural environment. The playground environment is identified as important by the Committee, and the children too have considered what outdoor place in school should be like in order to respect their right to play.
The tables which follow detail the essential characteristics which every school should have as identified by the CPLIT. The children then identified what is most important to achieve, and what will be most difficult to achieve in Scotland's schools. The video footage which forms part of the full Young Scot submission to Government captures children talking about these characteristics and choices. The third column is feedback from classmates of the CPLIT children about their priorities and what would be difficult to achieve. Finally we offer some thoughts about what this means for implementation of the UNCRC in Scotland's schools.
Everyone is safe, cared for and included: Essential characteristics identified by the children are: | The LIT priorities | The consultation with other children | What does this mean for implementation of the UNCRC in Scotland's schools? |
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1. Children and adults are respectful toward each other 2. Adults and children are treated equally 3. Everyone understands different cultures, religions and beliefs 4. Everyone has their right to personal privacy 5. Teachers understand children 6. Teachers trust children 7. Lessons are interesting for everyone. | Most important: The LIT decided that there were 3 characteristics of equal importance: Numbers 1, 3 and 7 Most difficult to achieve: The LIT decided that this would be Number 2, closely followed by Number 7 | Most important: The children reported that all the characteristics had pretty much equal importance. Most difficult to achieve: The children reported that the most difficult to achieve will be Number 7, followed by Number 6. | Children have identified that underpinning the experience of rights in the context of school, family or community are the relationships which exist between children and adults. Children have a strong sense of fairness and social justice and identify that in school lessons should not only be interesting, something they identified as being a challenge to achieve, but that a school where children's human rights are respected is a school where in every classroom there is trust and understanding. |
Everyone is happy and healthy: Essential characteristics identified by the children are: | The LIT priorities | The consultation with other children | What does this mean for implementation of the UNCRC in Scotland's schools? |
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1. Children have a wide range of books and computers that are working 2. There is variety of choice of healthy, good, enjoyable food that is cooked in the school 3. There is active school work in and out of class; children work in teams to make learning fun (this includes in sports and music) 4. School is clean and there are welcoming views all around 5. Playgrounds are large, clean and safe; they have some soft surfaces and nice features (like ponds) 6. Children have someone they can talk to about their feelings, no-one else will find out, and you won't get into trouble for what you say. | Most important: The LIT decided that there were 3 characteristics of equal importance: Numbers 2, 3 and 5 Most difficult to achieve: The LIT decided that this would be Number 5, closely followed by Number 1 | Most important: The children reported that the most important characteristic was Number 6, followed by Number 3 Most difficult to achieve: The children reported that the most difficult to achieve will be Number 5, followed by Number 6. | Whilst all characteristics are important to the children two themes emerged in discussion: Playgrounds and outdoor spaces are important to children and should be expected to clean and safe . The reality is however that many playgrounds in Scotland's schools remain stark and uninspiring places. Children can have strong feelings and worries and they can sometimes struggle with who to go to. Children see that schools have the potential to be a setting where adults can listen and help. But these primary school age children also want support to be confidential and non stigmatising. |
Everyone has their say: Essential characteristics identified by the children are: | The LIT priorities | The consultation with other children | What does this mean for implementation of the UNCRC in Scotland's schools? |
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1. The school has a pupil booklet about rights and responsibilities to give to every child in the school 2. The school has a suggestion box for ideas to improve the school 3. At least once a year everyone gets together to have a discussion about the school community - everyone takes part including parents, the janitor, the cook, the teachers and the pupils 4. The school makes opportunities for adults to see the pupils' work 5. Pupils have their voice heard on topics like spending money and picking books and games 6. Teachers respect pupils and pupils respect teachers. | Most important: The LIT decided that this would be Number 6, closely followed by Number 3 Most difficult to achieve: The LIT decided that there were 3 characteristics of equal difficulty to achieve: Numbers 1, 5 and 6 | Most important: The children reported that the most important characteristic was Number 6, followed by Number 4. Most difficult to achieve: The children reported that the most difficult to achieve will be Numbers 3 and 6, followed by Number 5. | Reiterating the theme of relationships the children identify that to 'have your say' is actually as much about being listened to - and this requires respect for the views of the other. The children have identified an exciting idea about discussion about the experience of school across the whole school community - they also think this would be one of the things most difficult to achieve in Scotland's schools. |
Everyone is important and special: Essential characteristics identified by the children are: | The LIT priorities | The consultation with other children | What does this mean for implementation of the UNCRC in Scotland's schools? |
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1. Everyone starts school with a chat and breakfast 2. Everyone's achievements are recognised, however small 3. People find ways to encourage others 4. There are chill out and time out rooms 5. Everyone has time to talk 6. Everyone concentrates on the positives. | Most important: The LIT decided that this would be Number 2 Most difficult to achieve: The LIT decided that the most difficult to achieve is Number 3 | Most important: The children reported that the most important characteristic was Number 2, followed by Number 4. Most difficult to achieve: The children reported that the most difficult to achieve will be Number 6, followed by Numbers 4 and 5 . | The children have identified that recognition and praise are fundamental to building confidence and success in the learner. Across the LIT and back in the classroom they also identify that many characteristics on the theme of 'everyone is important and special' will be difficult to achieve. This is of concern because until Scotland's schools value the individual child for who they are, what they contribute and what they achieve, it is difficult to imagine how they can - in the language of A Curriculum for Excellence - become confident individuals and successful learners. |
The school environment everyone wants - inside and out: Essential characteristics identified by the children are: | The LIT priorities | The consultation with other children | What does this mean for implementation of the UNCRC in Scotland's schools? |
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1. Equal: everyone at school has the same chances and opportunities no matter where they live, no matter their age or race, religion or background 2. Warm: the school is well heated, maintained and looks cared for inside and out 3. Colourful: children are asked their opinions about colours for decorating and so the school is bright, cheery and warm 4. Welcoming: all staff are friendly, helpful and respectful to children and to each other 5. Safe: there are cameras, playground supervisors and safe and secure gates and doors. Everyone in the school is known 6. Eco-friendly: the school recycles and educates children about the environment and how to be eco-friendly. | Most important: The LIT decided that this would be Number 1, closely followed by Number 2 Most difficult to achieve: The LIT decided that this would be Number 1 , closely followed by Number 4 | Most important: The children reported that the most important characteristic was Number 1, followed by Numbers 3 and 6. Most difficult to achieve: The children reported that the most difficult to achieve will be Number 1, followed by Number 3. | The children have given some focus to the physical environment; recognising that physical aspects impact on emotional wellbeing and social relationships. Again children recognise the power of adults to create a positive ethos in school. The children's identification of the need for everyone to be equal - and to see this as both most important and most difficult to achieve - reflects their concern and experience even as 11 year olds of inequalities in Scottish society. |
Everyone is learning: Essential characteristics identified by the children are: | The LIT priorities | The consultation with other children | What does this mean for implementation of the UNCRC in Scotland's schools? |
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1. There is an even level of noise because that can be constructive 2. Children are given responsibilities and allowed to be independent 3. Pupils with special needs like dyslexia, behaviour problems or who are behind in work get more attention 4. Teachers and adults find out about children's interests 5. There are times to be serious and times to have fun 6. Children go outside for lessons and are free to explore nature 7. Children meet role models to show learning is fun and worth doing. | Most important: The LIT decided that there were 3 characteristics of equal importance: Numbers 1, 3 and 6 Most difficult to achieve: The LIT decided that there were 3 characteristics of equal difficulty to achieve: Numbers 1, 6 and 7 | Most important: The children reported that all the characteristics had pretty much equal importance. Most difficult to achieve: The children reported that the most difficult to achieve will be Number 6, followed by Numbers 3 and 7 . | In all our work with children about their experience of school children always identify the importance of learning, and their commitment to doing their best. These characteristics show their interest in being stretched, in schools tapping into their interests, in both fun and a serious aspect for learning. Children were positive in their discussion about some children needing extra or additional support. The children have identified the use of role models to inspire them in their learning but also saw this as an aspiration schools may find it most difficult to achieve; this may point to more use of peer educators and the use of external adults in the classroom. |
Some further context: children's priorities for Government action on children's rights
We are aware that the consultation is interested more widely in what children and young people know about the UNCRC and is interested across their lives what children see as priorities for action in terms of rights. We are directing Young Scot and Government to the October 2006 consultation conducted by the Children's Parliament for further information about these issues. To summarise that report identified:
From a cohort of 356 children who were not part of the Children's Parliament network only 15 said they know about the UNCRC. Of the 40 CP children involved 38 reported knowing about the UNCRC
The children identified that the most important things that negatively impact on children's lives are
- Unhappy families
- Problems about schools and teachers
- Not enough to do and being unsafe in the community
- Bullying.
They identified that action should be taken to improve understanding and action on children's rights in relation to
- Being cared for and protected
- Family life and relationships with adults
- Freedom
- Education
- Health and environment
- Play
- Respects and having a say.
The priorities which children identified for Government included:
- Make school enjoyable and safe. Give children more respect. Stop shouting. Give children more of a say about school life.
- Protect children form adults who might hurt them. Children should never be scared at home, at school or in the community.
- Stop bullying by children and adults wherever it happens.
Help parents to provide children with a happy home; and where families split up make sure children keep contact with parents equally (where they want to).
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