Taking a children's human rights approach: guidance

Footnotes

1. The Office of the High Commissioner for Human Rights (OHCHR), Economic, social and cultural rights

2. Early intervention and prevention - Children, Young People and Families Early Intervention and Adult Learning and Empowering Communities Fund evaluation: final report - gov.scot (www.gov.scot)

3. OHCHR. General comment No. 19 (2016) on public budgeting for the realization of children’s rights (art.4). [online] Available at: https://www.ohchr.org/en/documents/general-comments-and-recommendations/general-comment-no-19-2016-public-budgeting

4. OHCHR. General comment No. 19 (2016) on public budgeting for the realization of children’s rights (art. 4). [online] Available at: https://www.ohchr.org/en/documents/general-comments-and-recommendations/general-comment-no-19-2016-public-budgeting

5. Children’s Commissioner for Wales (2017), The Right Way: a children’s rights approach in Wales, p8

6. There are some exceptions relating to certain functions, such as immigration and judicial functions.

7. Definition of inclusive communication - Principles of Inclusive Communication: An information and self-assessment tool for public authorities - gov.scot (www.gov.scot)

8. Principles of Inclusive Communication: An information and self-assessment tool for public authorities - gov.scot (www.gov.scot)

9. The Lundy Model of Child Participation

10. A Practical Guide to Including Seldom-Heard Children and Young People in Decision-Making. [online] Available at: A Practical Guide to Including Seldom-Heard Children and Young People in Decision-Making

11. Children’s Commissioner for Wales (2017), The Right Way: a children’s rights approach in Wales, p10

12. (OHCHR | Summary of the Panel Discussion on the Adverse Impact of Climate Change on States’ Efforts to Realize the Rights of the Child and Related Policies, Lessons Learned and Good Practices - Report of the Office of the United Nations High Commissioner for Human Rights, n.d.) PDF/G1708247.pdf?OpenElement">1705282 (un.org)

13. Children’s Parliament, 2022, Climate Changemakers! Impact Report. Children’s Parliament [online – page 5] Available at Climate_Changemakers_Childrens_Parliament_2022.pdf (childrensparliament.org.uk)

14. Children’s Parliament, 2022, Climate Changemakers! Impact Report. Children’s Parliament [online] Available at Climate_Changemakers_Childrens_Parliament_2022.pdf (childrensparliament.org.uk)

15. Children’s Parliament, 2022, Climate Changemakers! Impact Report. Children’s Parliament [online] Available at Climate_Changemakers_Childrens_Parliament_2022.pdf (childrensparliament.org.uk)

16. Children’s Parliament, 2022, Climate Changemakers! Impact Report. Children’s Parliament [online] Available at Climate_Changemakers_Childrens_Parliament_2022.pdf (childrensparliament.org.uk)

17. Children’s Commissioner for Wales (2017), The Right Way: a children’s rights approach in Wales, p13

18. Lundy, L. (2018). In defence of tokenism? Children’s right to participate in collective decision-making

19. There are some exceptions relating to certain functions, such as immigration and judicial functions.

20. The My World Triangle isthe main tool used to gather information about the child or young person’s whole world. It allows workers to measure strengths and challenges in all parts of a child or young person’s life.

21. Improving outcomes for children, young people and families: review of Children’s Services Plans and strategic engagement activity

22. Priority family types identified in Best Start, Bright Futures: lone parent families, minority ethnic families, families with a disabled adult or child, families with a younger mother (under 25), families with a child under one, and larger families (three or more children)

23. Adverse Childhood Experiences (ACEs) are “highly stressful, and potentially traumatic, events or situations that occur during childhood and/or adolescence. It can be a single event, or prolonged threats to, and breaches of, the young person’s safety, security, trust or bodily integrity. These experiences directly affect the young person and their environment, and require significant social, emotional, neurobiological, psychological or behavioural adaptation” (Young Minds, Addressing trauma and adversity | Resources | YoungMinds).

24. Additional Support Needs Tribunals for Scotland, 11th Annual Report, 2015/2016 Microsoft Word - [FINAL] ANNUAL REPORT 15-16 (healthandeducationchamber.scot)

25. Guidance to Tribunal Members | First-tier Tribunal for Scotland (Health and Education Chamber)

26. Time for Inclusive Education (TIE) (2016). Attitudes Towards LGBT in Scottish Education

27. Time for Inclusive Education (TIE) (2016). Attitudes Towards LGBT in Scottish Education

28. Unicef UK. An Inset resource: Framing Inclusion Through Rights. [online] Available at: https://www.unicef.org.uk/rights-respecting-schools/resources/teaching-resources/guidance-assemblies-lessons/framing-inclusion-through-rights/

29. Inclusive Places Supporting disabled children, young people and their families: guidance - gov.scot (www.gov.scot)

30. Casey, T. and Harbottle, H. (2018).Free to Play A guide to creating accessible and inclusive public play spaces. [online] Available at: https://www.playscotland.org/resources/print/Free-to-Play-Guide-to-Accessible-and-Inclusive-Play-Spaces-Casey-Harbottle-2018.pdf?plsctml_id=11211

31. National Improvement Hub. Inclusive practice in action - working with the travelling Showmen community, 2 March 2021 [online] Available at https://education.gov.scot/improvement/practice-exemplars/travelling-showmen/

32. Trauma-informed practice: toolkit - gov.scot (www.gov.scot)

33. Trauma-informed practice: toolkit - gov.scot (www.gov.scot)

34. European Commission (2012) - Creating child friendly versions of written materials