Childrens Rights Educational Project

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Table of Contents

Purpose of the Project
Projected Goals and Outcomes
Project Activities
Rights-Based Approach to the Project
Reference List

Purpose of the Project

Children spend most of their time in different learning institutions. Educators should therefore be aware of the major issues and problems affecting these children. Many parents and guardians believe that their children are safe whenever they are in school (Scholes, Jones, Stieler-Hunt, & Pozzebon, 2012). However, statistics show that more children and adolescents face numerous challenges that affect their lives (Quennerstedt, 2010). The National Child Abuse and Neglect Data System (NCANDS) indicates that around 8 out of 1,000 children suffer neglect in different learning institutions (Scholes et al., 2013, p. 104).

Physical, emotional, sexual, and psychological abuses have increased within the past twenty years (Crosson-Tower, 2003). As well, most of the mistreatments are never reported thus affecting the future outcomes of more children. These statistics therefore explain why there is need to address every case of child abuse in school. The purpose of this project is to identify new programs that can deal with abuse in different learning institutions. The move will play a positive role towards supporting the rights of more children.

Projected Goals and Outcomes

The study will analyze the nature of child abuse in different educational settings.
The study will examine the current gaps and obstacles affecting the welfare of many children in different schools.
The final report will present powerful programs and suggestions that can be used to deal with child abuse in every school.

Project Activities

Several activities will be executed in order to get the best studies. To begin with, a detailed literature review will be conducted in order to understand the nature of this problem. Evidence-based findings will be consulted in an attempt to identify the major programs used to deal with child abuse in different learning institutions (Scholes et al., 2012). Different educationists and communities will be consulted during the study period. Such stakeholders will present powerful suggestions that can be used to support the rights of more children. The gathered information will be used to develop a powerful model for safeguarding the rights of children in every school.

Rights-Based Approach to the Project

Children are usually immature, young, naive, and delicate (Shannon, 2012, p. 3). Such children are also abused by individuals such as parents, relatives, educators, and community members (Shannon, 2012, p. 11). Crosson-Tower (2003) argues that many children are abused by individuals who are expected to take care of them (p. 4). This situation explains why it has been impossible for many communities and institutions to tackle the problem of child abuse. Many children are also unable to achieve their potentials because their rights are ignored by the society (Scholes et al., 2012).

Many children suffer different forms of abuse in their respective learning institutions. Many activists have observed that some teachers and older students abuse these children (Scholes et al., 2012, p. 124). Many small children have continued to endure inhumane conditions. Their dignities are usually assaulted thus making it impossible for them to realize their potentials (Crosson-Tower, 2003). These challenges encourage more activists and social workers to identify new measures that can tackle the issue of child abuse.

Arts (2014) observed that many forms of abuse such as rape and psychological mistreatments were never reported. The affected individuals have continued to face numerous problems. Some of them have become disoriented. Some have been forced to quit school and engage in various criminal behaviors (Crosson-Tower, 2003). These occurrences have made it impossible for many children to become responsible adults.

It is agreeable that adolescents and children spend a lot of time in their schools (Arts, 2014). That being the case, educators should use various measures to promote the safety of these children. The term educator is should include different players such as school counsellors, nurses, teachers, administrators, and social workers (Shannon, 2012, p. 6). Experts have explained why such educators should be equipped with new competencies in order to identify every kind of abuse. They should also interact and monitor these children frequently. This practice will make it easier for them to support every abused child.

Most of the existing programs have focused on the role of teachers towards dealing with different forms of abuse. However, such models have failed to produce positive results. The goal of every society is to ensure the rights of children are taken seriously. This is the case because children are defenceless and young (Quennerstedt, 2010). Many children have faced numerous threats such as forced labor, mistreatment, and abuse (Shannon, 2012, p. 7). Most of the abused children do no report such mistreatments. It has therefore been necessary to identify different measures and programs that can support the needs of these children.

The important goal is to ensure the rights of these children are safeguarded. The proposed study will present a powerful evidence-based program that can support the needs of more children (Shannon, 2012). The proposed model will bring together different players such as educators, parents, and communities in order to protect every child.

Reference List

Arts, K. (2014). Twenty-five years of the United Nations convention on the rights of the child: achievements and challenges. NILR, 1(1), 267-303.

Crosson-Tower, C. (2003). The Role of Educators in Preventing and Responding to Child Abuse and Neglect. Web.

Quennerstedt, A. (2010). Children, But Not Really Humans? Critical Reflections on the Hampering Effect of the 3 Ps. International Journal of Childrens Rights, 18(1), 619-635.

Scholes, L., Jones, C., Stieler-Hunt, C., & Pozzebon, K. (2012). The Teachers Role in Child Sexual Abuse Prevention Programs: Implications for Teacher Education. Australian Journal of Teacher Education, 37(11), 103-131.

Shannon, L. (2012). Best Practices for Parent Education Programs Seeking to Prevent Child Abuse. Web.

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Childrens Rights Educational Project

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