Children's rights in schools: Behaviour, relationships and rights
Some examples relating to behaviour, relationships and rights include:
- detention
- meaningful consequences
- when two children's rights conflict
- rights and responsibilities
The language of detention is outdated. It can negatively affect the rights of both children and adults.
It is often the same learners who are in detention. However, detention may not work as a strategy. Does the school give detention to follow a policy, or to show that they are taking action?
Some pupils may feel safer in a room rather than being out and about at lunch or break times. They may behave in a certain way to be kept in.
Consider going back to first principles linked to rights. Work with learners and staff to agree on appropriate and proportionate consequences.
These should not be one size fits all, and learners should understand this. We adapt our teaching to meet individual needs. We also need to be flexible in how we regulate behaviour. This is not always easy, but we can find broad agreement to suit most situations. Exceptions happen. In these cases, we need to think about other supports and responses.
Examples from schools
The detention system for unacceptable behaviour involves pupils losing half of their lunchtime. This contravenes the child’s right to play.
Consider:
- what other consequences could we put in place?
- did the child contravene the rights of others to get the detention?
Further reading
Promoting Positive Relationships and Behaviour in Educational Settings
It can be challenging to give meaningful consequences that discourage harmful behaviour.
We need to discuss responses to ensure that children’s rights are upheld. This discussion should include teachers, parents, and the young people involved. Consequences need to be appropriate for the individual.
A set of inflexible rules and consequences can be problematic. Some children and young people may struggle to understand and follow them. It might be better to have guidelines that focus on rights, respect, and dignity. For example, at the start of term, the class co-creates a contract. You can then revisit this throughout the year.
Address issues calmly. This should include acceptance, apology, reparation, and restoration. Share guidance around safety, relationships, and property.
All consequences should consider the rights of staff and children.
Further reading
Promoting Positive Relationships and Behaviour in Educational Settings
When two children's rights conflict, determining which child's rights are more important can be challenging.
It is important to reflect on whose rights are being infringed and whether it involves adults or other children.
Discuss which rights have been impacted and avoid using the language of blame. Focus on restoring the rights of all involved.
Article 3 of the UNCRC can help us to find solutions that resolve conflicts while upholding the rights of everyone.
For example, if someone is loudly expressing a view while others are learning, educators could introduce an approach where views or questions are noted on a post-it note or show-me board. This allows views to be contributed and responded to in a less disruptive way.
Further reading
Respect me: Bullying and Rights
Rights do not depend on responsibilities. They are unconditional, and individuals do not have to earn them. Children have rights from birth to age 18, regardless of their circumstances.
The definition of 'responsibility' is subjective. If a child believes their rights can be revoked based on adult approval of their behavior, they may be at risk.
How do we define responsibility for a young child or a person with significant support needs?
Children do need to learn about responsibility, but this is separate from their rights.
It is essential to focus on how rights are respected, which includes considering the rights of adults.
