Convention on the Rights of the Child

Convention on the Rights of the Child

Convention on the Rights of the Child

Think about... How can the UNCRC be linked to...?

Right to be cared for by parents (Art. 9–10)

Children have the right to live with their parents unless it is against their best interests and to maintain contact with both parents if separated.

Right to information (Art. 17)

Students emphasize that the right to information is essential for children’s learning, personal development, and independence. Access to correct and reliable information helps children develop curiosity, critical thinking, and the ability to form their own opinions. It also builds confidence and supports informed decision-making in both school and everyday life, enabling young people to understand their rights, responsibilities, and opportunities.

Team 3 - teacher Gabriela (Romania)

Right to be cared for by parents (Art. 9–10)

Students from Türkiye, Romania, Croatia, Poland and Italy emphasize that parental care is essential for children’s emotional security, stability and healthy development. While this right is generally respected through love, protection and daily support, students note violations caused by neglect, parental absence, or social challenges. Several highlight the importance of care from both parents and the role of social services when families cannot meet children’s needs.

Team 1 - teacher Busra (Turkey)

Right to protection in armed conflict (Art. 38–39)

Children under 15 must not take part in war; victims of conflict need rehabilitation.

Team 6 - teacher Natalia (Poland)

Students in Team 3 strongly believe that this right is essential for personal growth, future opportunities, active participation in society. They see education not only as a source of knowledge and job skills, but also as a way to develop critical thinking, responsibility, and respect for others, helping individuals make informed life choices. Students from Croatia and Türkiye agree that this right is generally respected in principle through free & compulsory schooling, public education systems, and government support such as textbooks, scholarships & digital tools. However, they also recognize ongoing challenges, including overcrowded classrooms, outdated equipment, limited internet access & unequal support for vulnerable groups. The COVID-19 pandemic clearly exposed inequalities, showing that access to education is not always equal in practice Overall, Team 3 concludes that while the right to education is widely acknowledged, it requires further improvement. True respect for this right depends on equal access, sufficient resources, and inclusive support so that all students can fully benefit from education.

Right to education (Art. 28–29)

Team 3 - teacher Gabriela (Romania)

Right to play, rest and leisure (Art. 31)

Every child has the right to play and enjoy cultural and artistic activities.

(UNCRC 11) The right to an adequate standard of living (Art. 27)

Students from Romania and Croatia agree that the right is essential because it guarantees basic needs such as food, housing, clothing, healthcare, heating and access to education, which allow children to live with dignity and security.

In both Romania and Croatia, students recognise that this right is fundamental to children’s dignity, safety, and future opportunities. While basic services and support systems exist in both countries, poverty and inequality prevent this right from being fully realised. The comparison shows that having schools or social assistance is not enough if families cannot meet everyday needs like food, heating and stable housing. To truly respect the right to an adequate standard of living, governments must reduce poverty, address regional inequalities, and ensure that every child can grow up in safe and secure living conditions, regardless of where they live or their family’s income.

Team 4 - teacher Ivana (Croatia)

Romania (Raisa & Iuliana): Students emphasise that this right is only partly respected. While schools and some social support exist, many families still struggle with poverty, meaning some children do not have enough food or a safe, stable home. This creates constant worry about basic survival and prevents children from living in an adequate environment.Croatia (Monika, Ana & Anamarija): In Croatia, the right is also partly respected. Many children have access to housing, education, and basic services, and schools and charities help vulnerable families. However, poverty, material deprivation, and regional inequalities remain serious problems.

Right to a name and nationality (Art. 7)

Children must be registered at birth and have a name and nationality. It is not the case with many of the immigrant children and children born in conflict/war zones.

Team Cro,Template

Right to express their views and be heard (Art. 12–13)

Students from Türkiye, Tunisia, Romania, Croatia and Poland emphasize that the right to express views and be heard is vital for children’s confidence, dignity, and participation in society. While this right is often respected in schools, families, and youth spaces, many report that children’s opinions are still ignored by adults. Students agree that consistent listening and respect are necessary for meaningful child participation.

Team 1 - teacher Busra (Turkey)

(UNCRC 10) The right to health and health services (Art. 24)

Students from Romania and Croatia agree that the right is essential because it allows children to grow, develop and live everyday life in good health.

In both Romania and Croatia, students recognise that this right is crucial for children’s growth, development and quality of life. While Croatia provides broader access to basic healthcare services, both countries face challenges such as unequal access, long waiting times and shortages of specialists. The comparison shows that having health services is not enough - governments must also ensure that all children, regardless of location or family income, can access timely and high-quality healthcare. This highlights the ongoing importance of fully respecting and improving the right to health for every child.

Team 4 - teacher Ivana (Croatia)

Romania (Iuliana):The right to health is very important, but not all children receive the care they need. As a result, some children suffer or grow up unhealthy, showing that access to healthcare is unequal.Croatia (Monika & Ana):This right is partly to mostly respected. Children usually have access to free vaccinations, pediatricians, and basic healthcare. However, there are long waiting times, a lack of specialists, and limited mental health support. Children from poorer or remote areas face more difficulties, meaning access is not equal for all.

Right to protection from discrimination (Art. 2)

All rights apply to every child, without discrimination of any kind.

Right to identity (Art. 8)

Governments must respect and protect children’s identity, including name, nationality and family ties. Special care should be provided for members of minority groups (particularly children), to prevent discrimination & hate speech.

Team Cro,Template

Right to protection from violence, abuse and neglect (Art. 19)

Students view the right to protection as essential for healthy development. While schools and families generally respect this right, peer-to-peer violence (like bullying) persists, often due to victims' fear of speaking up and slow adult reaction. They conclude that despite having protective laws, greater awareness, faster intervention, and better prevention are critically needed in their community and country to ensure all children grow up safe.

Team 5 - teacher Rita (Italy)

Right to special care if disabled (Art. 23)

Children with disabilities have the right to special care, support, and inclusion.

Team 6 - teacher Natalia (Poland)

Students have emphasized the importance of all children's rights, referring to 17 concrete rights...

The most important rights, according to students' replies in the Forum Thread: - the right to LIFE in SAFE ENVIRONMENT... with FAMILY unity & support, - the right to EDUCATION & HEALTH (services), - the right to PROTECTION from violence & discrimination, - the right to EXPRESS personal thoughts & ideas freely...

Right to protection from exploitation (Art. 32–36)

Students view the right to protection from exploitation as vital, stressing that childhood must be reserved for learning, play, and growth, free from adult pressures, work, or abuse. While they observe that child labor laws and school attendance are generally respected they identify violations in the form of excessive family responsibilities, online manipulation, and rare cases of illegal work. They conclude that better reporting and enforcement are necessary to fully uphold this right.

Team 5 - teacher Rita (Italy)

Right to life, survival and development (Art. 6)

Every child has the right to live and to grow up healthy and well. It is not the case in many parts of the world - Ukraine, Palestine... People/Children of Slavonski Brod breathe in polluted air (one of the most polluted cities in Croatia).

Team Cro, Template

Right to freedom of thought, conscience and religion (Art. 14)

Based on the thoughtful feedback from my pupils regarding the Right to Freedom of Thought, Conscience and Religion, several key themes emerge. Their reflections show a deep awareness of the gap between "legal freedom" (what the law allows) and "social freedom" Freedom as a Foundation for Identity - the pupils view this right not just as a legal permission, but as a requirement for personal development. They empahize every individual's need to think independently...

Team 2 - teacher Salma (Tunisia)

Right to Privacy (Article 16)

It is clear from my pupils' reflections that they possess a sophisticated and deeply felt understanding of privacy. They don't view it merely as "having secrets," but as a fundamental pillar of human dignity, autonomy, and safety. The pupils consistently define privacy as the "right to self-possession" and personal space. They recognize that in a digital age, privacy is the boundary that allows them to develop their own identities without the pressure of constant surveillance.

Team 2 - teacher Salma (Tunisia)