Human Rights Education Creative Competition for Schools

We have had lots of entries for our human rights competition for schools, and you still have a few more days to register and get involved.

Our Human Rights Education – Learning Through Creating competition for schools launched in December 2021 with a vibrant panel discussion.


Chaired by Gawain Little of the National Education Union, the panel included Evadne Bygrave ambassador of The Steve Sinnott Foundation, Daniel Kebede the National President of the NEU, Marie Antionette Corr of The Gambia Teachers Union, Professor Augustin John, writer and education campaigner, and Professor Audrey Osler of University of Leeds and University of South Eastern Norway. The video below is a summary of the discussion, at the end of this post you can watch the whole discussion for inspiration.



Gawain Little: The NEU is partnering with the Steve Sinnott Foundation and the Gambia Teachers Union to launch ‘Creating Change: the world I want to live in’. A competition which aims to encourage young people to make their voices heard on human rights, and to support teachers in the UK and partner countries of the Steve Sinnott Foundation such as The Gambia, with human rights education in the classroom.


Climate change, poverty, access to education, and gender equality, young people's voices must be heard on these issues that impact their lives, their communities, and their world.


Young people's voices matter. However all too often their voices are not heard. This is why the UN Convention on the Rights of the Child enshrined in international law children's right to be heard. This is why we're launching this competition. To provide a platform for young people's thoughts, ideas and voices on human rights.


I'm also pleased that the Steve Sinnott Foundation has led on the creation of a resource pack for teachers, which accompanies the competition, and comprises classroom activities that have been submitted by teachers and human rights campaigners.


International solidarity is a cornerstone of education trade unionism, and I'm incredibly proud of the NEU’s international solidarity work. It is work that's rooted in human trade union and children's rights. Human rights education is about human rights, and for human rights. That means promoting knowledge and understanding of human rights, and their principles, alongside empowering young people to enjoy and exercise their rights, and to respect and uphold the rights of others.



Daniel Kebede: Human rights education is such an important thing to pursue. We live in really precarious and challenging times, where many young people are missing out on education because of the impact of climate change.


Young people want to be educated about human rights. It is vital that we create human rights literate young people. This is a really important competition do just that.



Marie Antionette Corr: This competition is apt, and is very timely for us, especially during these very trying times in The Gambia. We have been given the opportunity of being invited by the Human Rights Commission to be part of the review of the curriculum. So, it is a very good time for us to be involved in this competition.


We are going to promote it and make sure that we include all sectors who work with youth groups, like the Peace Ambassadors, and the Health Educators. We will extend it to them because they need it.



Augustin John: There is a real need to focus children in metropolitan countries like Britain, on human rights abuses in our own space, and understand how that plays into the way education policies and schooling practises are framed.


We need to fight for and demand, that the way schools organise themselves should be against a human rights backcloth, so that they are conscious all the time of the extent to which some of their own regimes are denying children of their human rights.



Evadne Bygrave: From a teaching point of view, creativity is the way forward. This makes it a lot more inclusive, especially for those children who unfortunately are being left behind, because the curriculum is out of their reach.


Using a creative approach gives them that opportunity to get engaged, learn from their peers and learn from their own strengths as well. Many children and young people learn in different ways, and using a creative approach is what's going to support them, and support their learning.



Audrey Osler: The human rights resource pack has an exercise that teachers can do themselves, to find out the state of human rights in their school as they understand it. That exercise also offers students the chance to think about how they understand the state of human rights in the school too. Students and teachers need to have a dialogue about human rights, and each understand the experience of the other.


If teaches and students assume that the school itself is a safe human rights space for everyone, without actually asking young people how they feel, I think that can lead to cynicism. I don't think we should be teaching about human rights without actually finding out how students experience the school.



Gawain Little: Please do download the resource pack and register for the competition. Please encourage schools in your area to use it. Please encourage everyone to get involved, and to make this massively important project a reality.


Please do register for the competition. Please do get involved and let us change education.


As Paulo Freire said, through changing education, we change the people who will change the world, because fundamentally, that's what human rights education, and all education, is about.


“Education does not change society, education changes people, and people change society.” Paulo Freire





Find out more about the competition here:


Sign up for the competition here:



Watch the whole launch webinar video here:



Steve Sinnott • May 29, 2022

Our Students Stories Matter

By Stefani Tieri Georges • April 17, 2026
In the words of Sydney J. Harris, “The whole purpose of education is to turn mirrors into windows.” Few stories illustrate this truth more clearly than that of Ricardinio, a resilient young boy whose life was reshaped by learning, creativity, and compassionate support. Ricardinio is a displaced child living with HIV who once called the streets of Port au Prince home. When armed gangs overtook his neighbourhood, he was forced to flee, leaving behind everything familiar. The trauma of displacement, coupled with the daily realities of managing a chronic illness, left him navigating fear, uncertainty, and isolation. Everything changed when he gained access to the Resource Learning Centre at Cima Community School of Hope based in Limonade, Haïti. Within its safe walls, Ricardinio found stability, encouragement, and a sense of belonging that had been missing for far too long. The centre became more than a place of academic support; it became a catalyst for his healing. There, he discovered a surprising and transformative passion: drawing. What began as a quiet pastime soon unfolded into a powerful means of expression. Art offered him peace where chaos once lived, and possibility where hope had been fading. With guidance from mentors and access to materials he had never had before, Ricardinio started to see a future shaped not by loss, but by talent and imagination. Ricardinio learned to sew, paint and a new language, English. He made the outfit he is wearing in the photo below for a recent fashion show. His journey reminds us that for many young people, particularly those facing profound health or social challenges, that education is far more than curriculum. It is a lifeline to identity, purpose, and renewed hope. When a learning space nurtures the whole child, it turns windows toward new horizons, ensuring that even in the most difficult circumstances, every learner can envision a brighter future. BY STEFANI TIERI GEORGES Programme and Strategy Manager Sonje Ayiti, Limonade Haiti.

How do we Ensure Education is Inclusive and Reaches Marginalised Groups?

By Professor Nira Chamberlain • April 15, 2026
Growing up in 1970s and 80s Britain, son of Jamaican immigrants, all I cared about was mathematics, mathematics and mathematics. I didn’t see the need for black role models; all I cared about was numbers. Then I reached teenage years, the opportunity to enter the educational community was not the same for people of my colour. I was being directed to become a boxer not a mathematician. A generation later my son was being pushed in the direction of singing, not a career in STEM. My story is not unique and there are many other marginalised groups. Creating an education system that genuinely includes marginalised groups isn’t just a moral imperative — it’s a practical one. When people are excluded, societies lose talent, creativity, and economic potential. So what can be done? Here are seven starters for ten: 1. Remove Barriers to Access Many marginalised learners are excluded long before they reach a classroom. Key Strategies: Eliminate financial barriers: scholarships, free school meals, subsidised transport, no-fee schooling. Provide flexible learning options: evening classes, community-based learning, mobile schools for nomadic groups. Invest in infrastructure: safe buildings, accessible facilities for disabled learners, and reliable internet in rural areas. 2. Make Learning Culturally Relevant Education becomes inclusive when learners see themselves reflected in it. What this looks like: Curriculum that includes diverse histories, languages, and perspectives. Teaching materials that avoid stereotypes and represent all groups. Community involvement in designing educational programs. Don’t just consider the marginalised groups at certain special events, but all year round. 3. Train and Support Teachers Teachers are the frontline of inclusion. Effective Approaches: Training in inclusive pedagogy and unconscious bias. Recruiting teachers from marginalised communities. Providing classroom assistants or specialists (e.g., sign language interpreters). Get teachers to be seconded in diverse areas, so they can grow to learn and appreciate different cultures. 4. Use Technology Thoughtfully, technology can widen access — or deepen inequality if used poorly. Inclusive Uses of Technology: Low-bandwidth digital learning tools for remote areas. Assistive technologies for learners with disabilities. Online platforms that allow flexible pacing and personalised learning. Keep Libraries open so that marginalised communities can access the digital world. 5. Strengthen Policies and Accountability Inclusion doesn’t happen by accident; it needs structure. I have written a paper called treating EDI as a Science Problem. It introduces Chamberlain’s Law that states this “If all things are equal what numbers do we expect to see?” On this basis, we should be able to consider things such as Anti-discrimination laws in education. Data collection on who is being left out and why. Funding formulas that allocate more resources to disadvantaged schools. 6. Engage Families and Communities There are examples where marginalised groups distrust institutions for good historical reasons. These are some of the ways to build trust: Community-led outreach programs. Parent education initiatives. Schools are partnering with local leaders, NGOs, and cultural organisations. 7. Support Learners Beyond Academics Barriers to education are often social, emotional, or economic. Holistic support: Mental health services. School meals and health checks. Safe transport and anti-bullying programs. In conclusion, these points are not comprehensive or exhaustive. However, it is a benefit to us all when education is for all. BY PROFESSOR NIRA CHAMBERLAIN OBE FIMA FORS CSci PhD HonDSc DUniv 1st AtkinsRéalis Technical Fellow for Mathematical Modelling AtkinsRéalis, Six Mathematical Doctorates. Mathematics Professor. Founder of the Black Heroes of Mathematics Conference. Science Communicator

The Transformative Power of Education

By Ed Harlow • April 13, 2026
I have always been a believer in the transformative power of education. Education can never be seen solely as a didactic pursuit. It is in many ways an act of love. Helping children to carve out their own place in the world and to understand the complexities of culture, society, history, and anthropology. Education becomes especially vital in times of conflict and unrest. When societies are divided by violence, political instability, or deep social tensions, education offers one of the most powerful tools for rebuilding communities and creating a more peaceful future. Schools are not only places where children learn academic subjects; they must be environments where values, perspectives, and skills are formed. In periods of crisis, the role of education expands beyond knowledge transmission to include fostering tolerance and equipping them with critical thinking skills that allow them to navigate complex realities. One of the most important functions of education during conflict is the promotion of tolerance and mutual understanding. Conflict often arises from fear, misunderstanding, and deeply rooted prejudices between groups. When children grow up hearing only one narrative about others, divisions can become stronger over time. Education can counteract this by exposing students to different cultures, histories, and viewpoints. Through inclusive curricula and classroom discussions, children can learn that diversity is not a threat but a natural and valuable part of human society. Teaching empathy and respect helps young people see beyond stereotypes and recognise the shared humanity in others. In the long term, these attitudes can reduce the likelihood that future generations will repeat cycles of hostility. We can see in conflict zones now that there is often a parallel battle in schools for control of the narrative. Arguments over textbooks in Palestine, for example, are longstanding with different cultural interpretations of certain themes or even individual words or pictures being used to justify political ends. Conflict can create feelings of fear, confusion, and powerlessness, particularly for young people. Schools can provide a sense of stability and normality when much of life feels unpredictable. In addition to this emotional support, education helps students understand the social, political, and historical forces shaping their circumstances. By learning about how societies function, how conflicts arise, and how they can be resolved, children gain a clearer sense of their role as members of a community and as citizens. This understanding empowers them to imagine a future beyond the conflict they are experiencing and to see themselves as participants in rebuilding their societies. Another key aspect of education in times of unrest is the development of critical thinking skills. In environments marked by propaganda, misinformation, and polarised narratives, the ability to evaluate information carefully becomes essential. This is especially vital in the modern world with the proliferation of social media, citizen journalism, and algorithms which are designed to reinforce and amplify the worldview of the user or to promote violent or extreme material. Children and young people who learn how to question sources, analyse arguments, and consider multiple perspectives are far less likely to be manipulated by extremist ideologies or false information. Critical thinking allows individuals to move beyond simplistic explanations and to recognise the complexity of social and political issues. This skill is crucial not only for personal decision-making but also for the health of democracy. Furthermore, critical thinking encourages dialogue rather than division. When students learn to examine ideas thoughtfully and listen to differing opinions, they become more capable of engaging in constructive discussions. This ability is particularly important in post-conflict societies where reconciliation and cooperation are necessary for long-term peace. Instead of reacting with hostility to disagreement, educated individuals are more likely to seek understanding and compromise. We must build education systems with this in mind. Many curricula and systems have focused on standards and testing to the detriment of true critical thinking. With the rapid onset of AI and the proliferation of algorithm-driven information access, it is more vital than ever that critical thinking, media literacy, social skills, and dialogue are placed at the heart of education and schools. While education alone cannot resolve every conflict, it lays the intellectual and moral foundations that make lasting peace possible. Investing in education during difficult times is not only an investment in individual development but also in the stability and future of entire communities.  BY ED HARLOW NEU PRESIDENT (1ST JANUARY 2026 – 31ST DECEMBER 2026) Ed has been a secondary music teacher and head of department at Highgate Wood School in London for nearly 20 years. Elected to the National Executive in 2021, and as Junior Vice-President in 2024, he has helped shape policy, taking a particular interest in restoring the arts and creative subjects in the Curriculum.