How Effectively Are the Principles of the United Nations Convention on the Rights of the Child (UNCRC) Implemented into Jersey’s Policies and Schools, and How Do Children Experience and Perceive Their Rights within the School Environment?

Aim: This dissertation aimed to critically explore how effectively the principles of the United Nations Convention on the Rights of the Child (UNCRC) (1989) have been implemented into Jersey’s educational policies and practices, with a focus on understanding how children perceive and experience their rights within the school environment. It sets to assess whether the formal legislative and policy changes following Jersey’s ratification of the UNCRC have translated into meaningful daily practice in schools, and to evaluate the alignment between adult perceptions and children lived experiences. Methods: A mixed-methods research design was adopted, combining quantitative and qualitative data. An online questionnaire was distributed to 20 primary school teachers, a pupil focus group was conducted with Key Stage 2 children, and a structured interview was carried out with the Children & Commissioner for Jersey. Data was then analysed to identify patterns, gaps, and areas for development in rights implementation. Results: The results indicated that 60% of teachers described themselves as “very familiar” with the UNCRC, only 45% reported actively implementing its principles into their classroom practice. A significant number (45%) of teachers also identified the need for more training to better implement children & rights,
highlighting professional development gaps. Focus group findings showed that while children could identify basic rights such as education and play, their understanding of broader concepts like participation, non-discrimination, and equity was limited. Children reported mixed experiences of participation opportunities, with some describing active involvement while others experienced tokenistic engagement. Positive perceptions of physical safety within schools were reported by both teachers and pupils. However, emotional safety and feelings of belonging were less consistently addressed. Conclusion: Overall, Jersey has made substantial progress in embedding the UNCRC into its legal and educational frameworks, but practical realisation remains uneven. Achieving meaningful rights implementation will require enhanced teacher training, stronger pupil participation
structures, a deeper focus on emotional safety, and cultural shifts towards fully child-centred educational environments.