Human Rights Education and Safeguarding: Mapping the landscape in England and Scotland

This article builds upon existing work around the interaction between Human Rights Education (HRE) and the safeguarding of children and young people in education. It draws upon empirical data, collected through a survey distributed to teachers and safeguarding staff in England and Scotland, to suggest where the current practical barriers to the greater interaction of these two fields might lie. The article seeks to further the existing hypothesis that the greater interaction of HRE and safeguarding is not only necessary for children to realise and vocalise their rights, but also may be instrumental in improving safeguarding practices in schools and, ultimately, in helping to prevent tragic situations where children experiencing rights violations are invisible to those who could help them. It does this through gauging teachers’ perceptions of the teaching landscapes in England and Scotland and identifying some notable differences, and then by raising key questions for further reflection and investigation.