Rights of the child interscholastic debate

2024

Good morning to the host, my fellow debaters, those in the crowd and those who may be
watching online. Before anything, on behalf of my group (MAC CSE) we want to thank
everyone who made this event possible, which gives us “the children” an opportunity to
advocate for ourselves. Today, my group is here to discuss questions 4 and 5. I will be
elaborating on “What governments should do to protect children in the justice system,
ensuring they are treated with dignity and respect, and not subjected to inhumane
punishment and How young people can raise awareness about this issue”.

● First & Foremost Article 42 - ‘Right to know their rights’ . Can be encouraged through
ensuring all children are informed of their rights, by making it mandatory for educators to
advocate these rights towards their pupils in the educational system.This will act as a
preventative measure towards minimising children becoming victims. (Education helps
stop children from going down the wrong path, government should also not only focus on
the perpetrators but the victims psychological effect) Additionally, adults dealing directly
with children in the justice system should be screened and adequately educated towards
these rights whereas those who blatantly violate the rights of the child, should face
certain consequences. (for eg a fine, loss of job)

● Using Article 16 - ‘Privacy’. All cases regarding children committing illegal acts should
take place in private court hearings. Understanding that many adolescents lack cognitive
maturity to understand the legal implications of their actions, the introduction of Child-
friendly courts can protect the child’s privacy, reduce psychological trauma, and avoid
intimidating environments, which ensures the child can participate effectively in their
defence. (this prevents the child from becoming a targeted repetitive victim and avoid
them from suffering major psychological effects eg. depression and low self esteem)

● Another supporting claim utilises Article 37 - ‘No cruel treatment or punishment’ This
can be upheld by ensuring governments employ those specifically in the field of child
care/psychology. Individuals that adhere to and enforce the rights of the perpetrator
and/or victim will assist in ensuring these adolescents are treated with respect and dignity
as to condone rehabilitation over punishment and psychological support/ aftercare over
neglect.
Utilising our era of social media dominance, young people can raise awareness of this issue by
creating posts, highlighting the rights of a child inorder to inform them. They can also start
hashtags, participate in online campaigns, and collaborate with organisations (police) to amplify
their message. By leveraging the power of social media, young people can educate their peers,
challenge injustices, and inspire collective action to uphold children’s rights. Also, as previously
mentioned, our rights should be integrated into the school curriculum and also debates such as
these, is a clear example of raising awareness towards this cause.

Question 5: Rehabilitation and Reintegration of Juvenile Offenders- Article 40

How can communities help rehabilitate and reintegrate children who have been involved in
criminal activities? What role should young people play in supporting peers who are going
through this process?

Community leaders can plan local activities and offer community services for everyone to
participate in showcasing teamwork and trust building amongst each other. This can create a
welcoming atmosphere towards all members of the community including children involved in
criminal activities.
In order to maintain these program opportunities, active participation should be encouraged and
they can serve as opportunities for children to reintegrate into the community. They can also
learn valuable social skills and feel supported during this process.
Involving mentors and counsellors as well as role models in these events can guide these
children to making positive choices and finding productive activities for their energy.
The community can also help in this aspect by understanding, being compassionate and
commitment in the uplifting of all their members.

The community should also constrain the discrimination towards young offenders from
comparing the “criminals” to the “innocent”, by treating all of them equally and giving them
similar opportunities with the same respectful treatment. (tha doh make sense)

Article 31 says that children have the right to play, rest and relax and to take part in cultural and
artistic activities.

Article 40 states ‘Juvenile Justice’ Governments should guarantee that children involved in the
justice system have access to lawyers specialised in children’s law. Furthermore, judges and
prosecutors must take into account the child’s age and specific circumstances. It is essential that
the child’s privacy is consistently respected by everyone handling their case.

This is my interpretation of this, i dont know if it gd or not so yh.

Communities play a key role in helping children who have been involved in criminal activities to
turn their lives around and reintegrate into society. A community is essentially the environment
where children grow, learn, and form their values. It provides the social foundation where
children develop their sense of identity, belonging, and behaviour. When a child feels supported
and accepted within their community, they are more likely to rebuild trust, develop positive
relationships, and stay away from further criminal behaviour.

According to Article 40 of the UN Convention on the Rights of the Child, every child in conflict
with the law has the right to be treated in a way that promotes their dignity and supports their
reintegration into the community. For example, communities can create mentorship programs
where volunteers guide and encourage these children to make better choices. Youth centres can
offer sports, arts, and skill-building workshops, providing positive alternatives to harmful
activities. In some neighbourhoods, restorative justice programs allow children to take
responsibility for their actions by apologising and making amends directly to those affected,
helping them repair trust. Communities can also organise vocational training or internships in
local businesses, giving children opportunities to learn new skills and build a future.

Young people can play a big role too when it comes to supporting peers who are going through
the process of rehabilitation and reintegration. As members of the same community, they have
the unique ability to connect with their peers on a personal level, offering understanding and
encouragement that can inspire change. By becoming mentors or role models, young people can
guide their peers toward making positive choices and help them navigate challenges. Organising
inclusive activities, such as sports events, talent shows, or community service projects, creates
opportunities for reintegrated children to feel accepted and valued. Young people can also
advocate for empathy and understanding among their peers, reducing stigma and promoting a
culture of inclusion.

These efforts show how communities, together, can help children turn their lives around while
respecting their rights under Article 40. A supportive community can transform the lives of
children who have been involved in criminal activities. By combining resources, understanding,
and opportunities, communities can foster rehabilitation and reintegration. Young people, in
particular, play a critical role by creating a culture of acceptance, modelling positive behaviours,
and standing as allies to their peers in need.

Information for Rebuttals

Question 1: No discrimination – Article 2

How can schools ensure that every child, regardless of background, race, disability or
status is treated fairly and equally in educational opportunities and environments? What
steps should students take if they experience or witness discrimination?

Article 2 ensures that all children, regardless of their background or circumstances, are entitled
to equal access to the rights outlined in the convention. These include rights to education,
healthcare, safety, and freedom of expression. The article also places a responsibility on
governments to actively protect children from discrimination or punishment based on their
personal characteristics or the status of their parents or guardians.

Schools can support Article 2 by fostering an inclusive environment where every child feels
valued and respected, regardless of their background or circumstances. This includes
● implementing anti-discrimination policies, promoting diversity through the curriculum,
and providing equal access to educational resources and extracurricular activities.
● Schools can also train staff to recognize and address biases, create safe spaces for
students to voice concerns, and ensure that children with disabilities or from marginalized
communities receive tailored support to thrive. By implementing these policies students
may feel safe/open to address/report any sort of discrimination they face or witness to the
teachers/ staff in their schools.

Students also play a crucial part in ensuring that themselves and their peer are being treated
equally and as a community can spread and possibly challenge discrimination by
● Working with school administrators to revise or introduce policies that address
discrimination more effectively, such as anti-bullying or reporting systems.
● Students can create diversity and Inclusion clubs, focusing on celebrating cultural, ethnic,
and personal diversity. They can organize events, discussions, and campaigns

The government can support efforts to challenge discrimination by providing funding and
resources for educational programs that promote diversity and inclusion in schools. This includes
implementing training for teachers and staff on recognizing and addressing discrimination,
ensuring that anti-discrimination policies are enforced, and supporting student-led initiatives
through grants or partnerships with local organisations.

( ts jus background info, iz not exactly what we saying it look like alot but we ga have a good
understanding of the question bc we aint know what the other team gg say and we ga rebut based
on they response)
Question 2: Protection of Children Deprived of Family- Article 20
What policies should governments put in place to guarantee that children who are without
family care (due to conflict, poverty or other issues) receive the love, care and support
they need to thrive? How can students advocate for these children?

Article 20 of the UN Convention on the Rights of the Child ensures that children who are
unable to live with their families are entitled to special protection and assistance from the
government. It also requires governments to provide alternative care arrangements, such
as foster care, adoption, or placement in suitable institutions, which prioritises the child's
best interests. The article also emphasises the importance of considering the child's
cultural, religious, and linguistic background to maintain their identity and heritage.
This provision ensures that vulnerable children receive the care and stability they need in
the absence of family support.

Suggestions of what the Government should do

The government can implement specific policies to ensure children in need receive the
love and care they deserve. These include
● mandatory background checks and specialised training for foster parents and
caregivers,
● regular welfare assessments through home visits by social workers to monitor
the child's well-being. Family reunification programs can provide support for
biological families to address issues like addiction or financial instability, enabling
safe reunions when possible.
● Financial incentives for caregivers who meet high standards of care further
encourage a nurturing and supportive environment for every child.

Appointing trained child advocates ensures that every child in the care system has a
dedicated representative to protect their best interests during legal proceedings and care-
related decisions. These advocates can provide personalised attention, ensuring the
child’s emotional, educational, and health needs are met while acting as their voice in
situations where they may otherwise be overlooked. Regular interactions between
advocates and children help build trust, enabling advocates to understand and represent
the child’s unique experiences and preferences. By combining advocacy with regular
welfare assessments and caregiver training, the government can create a system where
children feel genuinely supported and valued.

By implementing such measures, the government directly upholds Article 20, ensuring
children deprived of their family environment receive the special protection, care, and
support essential to their well-being.
Question 3: Rights of a Child with Disabilities

How can schools and governments ensure that children with disabilities have the same
rights to education, social environment and opportunities as their peers? What role can
students play in creating a more inclusive environment?

Article 23 of the UN Convention on the Rights of the Child emphasises the rights of
children with disabilities, ensuring they live a full and dignified life. It mandates that
children with disabilities receive special care, services, and support to promote their self-
reliance and participation in the community. The article underscores that governments
must take appropriate measures to ensure that children with disabilities have access to
education, healthcare, and social services that enable them to thrive. It also highlights the
importance of providing a supportive environment that allows these children to actively
engage in society and enjoy their rights on an equal basis with others.

Children with disabilities encounter multiple barriers when accessing public spaces,
services, and education. These include physical barriers like inaccessible buildings,
lack of ramps, elevators, and narrow doorways, preventing them from fully
participating in society. In education, traditional classroom setups and teaching
methods may not meet their specific needs, leading to exclusion. The absence of
specialized support services, such as sign language interpreters or adaptive learning
tools, further hinders their ability to engage in education. Social barriers like stigma,
misconceptions, and discrimination can lead to isolation, bullying, or lack of equal
treatment, discouraging their participation in school activities and social interactions.

To fully uphold Article 23 of the UNCRC, schools and governments need a

comprehensive approach. Schools must be equipped with accessible infrastructure and
classrooms that cater to diverse learning needs. Teachers should receive specialised
training in inclusive education, ensuring they can support students with disabilities
effectively. Governments should enact and enforce policies that mandate the inclusion of
children with disabilities in all educational settings, ensuring adequate funding for special
education services such as speech therapy, occupational therapy, and individualised
learning plans.
Moreover, awareness campaigns should be promoted by students to reduce stigma and
discrimination, both within schools and in the broader community. By fostering a culture
of inclusion and providing the necessary support systems, governments and schools can
help children with disabilities access the resources and opportunities they need to thrive
with dignity, self-reliance, and equality, fulfilling the rights outlined in Article 23.