New funding for Scottish schools to support them to learn about children’s rights

To launch the new partnership, the Cabinet Secretary for Education and Skills, Shirley-Anne Somerville, visited a school already involved with the UNICEF UK Rights Respecting Schools Award programme, Commercial Primary in Dunfermline. The Cabinet Secretary spoke to pupils and the headteacher about children’s rights and the impact of the RRSA programme on their school and their lives.

The Scottish Government says funding will be provided to deliver UNICEF’s Rights Respecting Schools programme to 2,400 primary and secondary state schools across Scotland.

The funding will last for three years and will work to embed children’s rights into schools’ ethos and further their understanding, says Together, the Scottish Alliance for Children’s Rights.

Evidence gathered by UNICEF UK shows the positive impact on creating a culture of respect across the school community where children’s voices are heard and valued. Some 90 per cent of headteachers in Rights Respecting Schools reported a noticeable or significant impact on pupils developing positive relationships, while 89 per cent reported a noticeable or significant impact on reducing bullying or exclusions.

As things stand, just over half of Scotland’s schools are engaged with the programme, with 563 having achieved the Silver or Gold stage of the Award where the impact of the Rights Respecting School Award is visibly recognised.

The grant from the Scottish Government will allow schools to register for the Award and access all training, accreditations and support for free until March 2025. To launch the new partnership, the Cabinet Secretary for Education and Skills, Shirley-Anne Somerville, visited a school already involved with the UNICEF UK Rights Respecting Schools Award programme, Commercial Primary in Dunfermline. The Cabinet Secretary spoke to pupils and the headteacher about children’s rights and the impact of the RRSA programme on their school and their lives.

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Author: Simon Weedy

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