Centre for Teaching Excellence establishment: child rights and wellbeing impact assessment

Conclusion

6. As a result of the evidence gathered and analysed against all UNCRC requirements, what is the potential overall impact of this proposal on children’s rights?

The proposal is expected to have an indirect positive impact on children’s rights. While the Centre does not provide services directly to children and young people, the evidence indicates that improving teaching quality, research‑informed professional learning and practitioner collaboration can positively influence educational experiences and outcomes.

The Centre is expected to support children’s rights under the UNCRC, with positive impacts identified in relation to Articles 3 (best interests of the child), 12 (respect for the views of the child), 13 (freedom of expression), 23 (rights of children with disabilities), 28 (right to education), 29 (goals of education) and 30 (rights of children from minority or indigenous groups), through system-level improvements in learning, teaching and assessment. A neutral impact has been identified for all other articles, and no negative impacts on children’s rights have been identified.

7. If you have identified a positive impact on children’s rights, please describe below how the proposal will protect, respect, and fulfil children’s rights in Scotland.

The proposal will protect, respect and fulfil children’s rights indirectly by supporting improvements in the quality of teaching, learning and assessment. By strengthening teachers’ engagement with research‑informed professional learning and reflective practice, the Centre is expected to contribute to improved learning outcomes for children and young people.

The focus on evidence‑informed practice supports children’s rights under the UNCRC, particularly the right to education and the goals of education. Specific consideration of equity, including provision for Gaelic Medium Education and rural and remote settings, further supports the rights of children from diverse linguistic and geographical backgrounds.

8. If a negative impact has been identified please describe it below. Is there a risk this could potentially amount to an incompatibility?

No negative impacts on children’s rights have been identified. The proposal does not deliver services directly to children and young people and is not anticipated to adversely affect any UNCRC requirements.

Mitigation Record

What options have been considered to modify the proposal in order to mitigate a negative impact or potential incompatibility?

Please summarise mitigation actions taken below

Issue or risk identified and relevant UNCRC requirement

Not applicable

Action Taken/ To Be Taken

Not applicable

Date action to be taken or was taken

Not applicable

9. As a result of the evidence gathered and analysed against all wellbeing indicators (Annex 2), will the proposal contribute to the wellbeing of children and young people in Scotland? (Guidance Section 2.3.2, pages 20-22).

Safe: Yes

Healthy: Not Applicable

Achieving: Yes

Nurtured: Not Applicable

Active: Not Applicable

Respected: Yes

Responsible: Yes

Included: Yes

If yes, please provide an explanation below:

Safe - The Centre contributes to the wellbeing and safeguarding of children and young people by strengthening the practice of teachers and school leaders. Through professional learning, research and guidance, the Centre promotes inclusive, rights‑respecting and trauma‑informed approaches that support safe, nurturing learning environments where learners feel listened to and supported. While the Centre does not work directly with children and young people, its work helps ensure safeguarding responsibilities are understood and upheld, contributing to conditions that reduce the risk of harm and support learners to reach their full potential.

Achieving - The Centre is designed to strengthen the quality of teaching, learning and assessment through research informed professional learning. Evidence consistently links high quality teaching with improved attainment, confidence and learning outcomes for children and young people.

Respected - While the Centre does not consult directly with children and young people, their views are informed through children & young people forums, including school pupil councils, local authority youth forums, and national mechanisms such as the Scottish Youth Parliament, Disabled children and young people’s advisory group.

Responsible - The Centre indirectly supports pedagogical approaches that encourage children and young people to engage actively and take responsibility for their learning. This is informed by evidence‑based practice and by children and young people views being gathered through established children & young people forums such as, disabled children and young people’s advisory group. local authority youth forums, and the Scottish Youth Parliament.

Included - The Centre includes specific provision for Gaelic Medium Education and rural and remote settings, supporting greater equity of educational opportunity. This contributes to reducing geographical and linguistic barriers, supporting inclusive learning outcomes for children and young people across Scotland.

10. How will you communicate to children and young people the impact that the proposal will have on their rights?

The Centre does not engage directly with children and young people, and the proposal does not result in immediate or direct changes to services affecting them.

Information about the wider Education Reform programme, including the role of the Centre in supporting improvements in teaching and learning, will be communicated through existing Scottish Government and education system channels, including publications and engagement with partners. These arrangements support transparency about how children’s rights are being considered and advanced indirectly through system‑level improvements in education.