INDEPENDENT RESEARCH

Impact of a Rights Respecting School approach on pupils’ feelings of belonging and inclusion  

In March 2026, Professor Carol Robinson from the University of Strathclyde published new research into the impact of a Rights Respecting Schools approach on feelings of belonging and inclusion experienced by pupils in school.  The research asked questions co-created with pupil advisors, and collected data from pupils, teachers, school leaders and other professionals working in or with Rights Respecting Schools.

The research outlines pupils’ understanding of belonging, inclusion and marginalisation. It explores the impact of an RRS approach on pupils’ feelings of belonging, inclusion and marginalisation and the factors associated with these feelings. The research identifies challenges for schools in ensuring all pupils feel a sense of inclusion and belonging and makes recommendations – both for schools and further research to support the development of this area.

The full report includes detailed findings, with quotations from children and RRSA professionals both in schools and in the UNICEF UK RRSA team.

Respect, equality, participation: exploring human rights education in Great Britain

In 2020 the Equality and Human Rights Commission explored the impact of human rights education in several Rights Respecting schools across England, Scotland and Wales. They found positive impacts including teachers reporting improvement in attainment and attendance; improved pupil behaviour and well-being; a reduction in prejudice and discriminatory attitudes; and improved teacher recruitment and retention.  The research also explored some of the challenges in implementing a human rights approach work.