No child can learn about human rights in an environment that does not itself respect and promote a culture of human rights. The most important contribution a facilitator can make to a child’s understanding of human rights is to create that environment.

Model the principle of the child’s best interest. For example, deal with the conflicts that inevitably arise among children in a manner that emphasises everyone’s right to participation and to express an opinion, as well as everyone’s responsibility for the welfare and harmony of the group. Engage children in actively resolving conflicts.

Practise the non-discrimination you want the children to learn. Be aware that even with the best intentions, we all reflect the biases of our own culture. These prejudices and stereotypes are especially true in the area of gender equality. Research shows that without knowing or intending to do so, most teachers give boys more attention and encouragement than girls. Make a special effort to see
that girls participate equally in all parts of an activity. If necessary, practise positive discrimination. 

Compasito can only be as effective in promoting human rights as you, the facilitator, are!

Respecting children’s rights in human rights education
Learning human rights through human rights education, be it in a school or out-of-school environment, implies that all children’s rights are protected and respected in that process! Facilitators need to be particularly attentive to make sure that the Compasito activities respect everyone’s right or privacy and dignity, address situations or reactions that may offend or ridicule children or make them feel uncomfortable. No child should be pressed to participate, or say / share more about their opinion or experience than they want to.
One simple way of addressing or preventing such situations is by involving more then one facilitator, which is always recommended in larger groups. This also makes it easier to attend to any particular reaction or emotional reaction during an activity.
Of course facilitators always need to take into account the specific legislation and regulations in place about the protection of children’s safety and security. When in doubt, they should always opt for the safe(r) option.

Violence and abuse in the family
Discussion of family life may provoke conflicting feelings in children, especially in teenagers. It may be helpful to discuss this with parents and care-givers, except where there is a reasonable suspicion of abuse of the child. If a child reveals abuse or violence, the facilitator should be prepared to support them and signal the case to the supervisor or the competent authorities in accordance with the child safeguarding policy of the institution or the child protection laws of their respective country.

Notes for teachers

There are some fundamental challenges to meeting the aims of human rights education in a classroom setting. For example, a typical lesson period may be too short to complete all but the shortest activities, or the pupils may not be in a position to influence decisions about what they learn. In addition, the options for applying what they have learned may be more limited, but these difficulties are not insurmountable. For instance, teachers are finding ways to overcome problems such as timetabling pressures by extending an activity over two periods or by using the opportunities during “theme weeks”, when the normal timetable is suspended. The activities in Compasito contain suggestions for adaptation to the group and to the context of learning. The creativity and competences of teachers are always needed to make sure that children and human rights education remain at the centre of the activities.

In some countries human rights education requires a change in classroom practice in order to move away from “chalk and talk” (the teacher giving the pupils information that has to be learned by heart) and moving towards encouraging critical thinking and more independent learning. In countries where teachers do not normally have the role of a coach, advisor or facilitator, changes need to be introduced gradually so that both teachers and pupils feel confident working in a democratic atmosphere where questioning and freedom of expression thrive. An understanding of the methods and techniques used in Compasito will help teachers make changes; these are described above and include tips on how to organise discussions in large classes. Another way to develop facilitation skills is through working together with someone experienced in this way of working. For instance, invite a facilitator from a local children or human rights organisation to co-run a session.