For maximum benefit, a whole school approach to implementation is the best option. Led by the principal, and systematically and strategically introduced over time, rights education can change the school culture and functioning. However, we recognize that this is not always possible. Even if only in one classroom, children’s rights education can make a positive difference to children and teachers. Regardless of level, it is important to keep in mind that the primary purpose of children’s rights education is to teach children their rights under the Convention on the Rights of the Child and to use pedagogic and disciplinary practices that are consistent with the Convention.

At the level of classroom, children’s rights education may be put into effect through:

• Teaching children what their rights are under the Convention on the Rights of the Child explicitly  and implicitly through rights-respecting practices
  
• Integrating children’s rights into all teaching materials and curricula
• Ensuring that children are able to participate meaningfully in all aspects of classroom functioning
• Using rights-consistent democratic teaching practices such as role-play, small group learning and project-based learning
• Creating and posting a charter of classroom rights and corresponding responsibilities at the start of the school term with the input of students
• Referring to the charter throughout the school term when there are behavioural problems or infringements of a child’s right
• Informing parents of the children’s rights initiative and the rationale
• Using a self-assessment tool for evaluating progress in classroom implementation

At the level of the school, children’s rights education may be implemented through:

• Teachers and principal developing a strategic plan for implementation over time
  
• Providing teachers and staff with training about the Convention, rights-consistent teaching and discipline practices and about implementation in classrooms
  
• Incorporating children’s rights into the school mission statement and policies
  
• Incorporating children’s rights into school curricula and teaching materials
  
• Ensuring and expanding opportunities for child participation in the school
  
• Ensuring the comprehensive use of charters of rights and responsibilities in classrooms and playgrounds
  
• Informing parents of the children’s rights initiative and the rationale
  
• Using a self-assessment tool for evaluating progress in school implementation

For more information see:
Covell, K., Howe, R.B. &  McNeil, J.K,  (2010) Implementing Children’s Human Rights Education in Schools. Improving Schools, 13 (2), 1-16
Howe, R. B. & Covell, K., (2010) Miseducating children about their  rights, Education, Citizenship and Social Justice, 5 (2), 91-102