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Scotland celebrates UNCRC Act anniversary

This week marks the first anniversary of the UNCRC (Incorporation) (Scotland) Act 2024, which cemented the UN Convention on the Rights of the Child into Scots law.

Scotland become the first nation in the UK to incorporate the UNCRC into law when on 16 July 2024, around 4 years after it was first introduced to the Scottish Parliament, integrating the UNCRC into Scots law as far as is possible under current devolution laws.

The UN Convention on the Rights of the Child was adopted by the UN General Assembly in 1989 and is made up of 54 articles that set out the civil, political, economic, social, and cultural rights that apply to every child, as well as the responsibilities that adults and governments have to ensure children and young people have access to these rights.

By incorporating the UNCRC into Scots law, public authorities are legally required to abide by its rules, and that children and young people and their representatives can use the UNCRC in Scottish courts to enforce their rights.

Children in Scotland CEO Dr Judith Turbyne said of the UNCRC anniversary:

"The incorporation of UNCRC last year was such an important moment for Scotland. As a country, we signalled our intent to put children's rights into the very core of our policy making. We should celebrate the anniversary and then roll up our sleeves. There is a lot of work to be done to make sure that the intention become reality for all children across Scotland."

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Working in the messiness - How can we make a step change in whole family support?

Children in Scotland's CEO Judith Turbyne discusses the challenges and complexities facing Whole Family Support in Scotland. 

There was a lovely buzz at the First Minister’s event on Whole Family Support at the Playfair Library a couple of weeks ago. That buzz lasted all day, not suffering the often-felt afternoon lull. A superficial observation perhaps, but perhaps a good proxy for levels of engagement, interest and commitment.

The sense of a shared understanding was strong. The question wasn’t ‘Should we be properly investing in whole family support? but, ‘How can we do that, and how can we ensure that we have the leadership we need to make that work?’.

One of the slides that was most commented on during the day was how messy and bamboozling the ‘system’ looks to someone who is engaging with different services. But we can’t wait until we can change the whole system to make inroads. We need to go,go,go, prioritising our energy and effort where we feel we can have the biggest impact.

What we mustn’t do is simplify the complexity of the challenge. This often happens as we try to propose solutions to social challenges. We simplify what needs to be done to make it understandable for us, for others, for our campaigns, for our funders, for those we work with, and so on. As H.L. Mencken once said

“For every complex problem there is an answer that is clear, simple, and wrong.”

So, it’s messy and difficult. And we all have roles to play in making the right kind of change to the systems we live and work in. And we have to be committed to working in that messiness.

People often talk about a system as if it sits beyond us, that we need to change the system from outside. But in reality, we are all part of the system. Clearly, some have more power within that system than others. And in some systems, some individuals and groups of individuals will have negligible to non-existent power. But if we start to see ourselves as sitting outwith a system, we diminish our investment in it, and our commitment to doing the difficult work.

So where do we start? Where do we know we can make a difference?

Probably everyone would give a different answer to that question. But here are three of the crucial ones.

Priority: We need person-centred, community solutions. Fourteen years ago, the Christie Commission underlined how important it was to invest in prevention. And the earlier you create access to the right support, the more likely you are to create more positive outcomes. We need to work quickly towards a situation where, in every local authority area, all families have access to a place where they can seek support in a community based, person centred and non-stigmatising way. There are good examples across the country of where this is happening and we can identify and build on those, ensuring that universal provision can act as a base from which any necessary specialist provision can be sought.

Priority: We need to fund differently, and we need to fund better. And we need to do that urgently. There are recognisable reasons for the systems that have been put in place, but the unintended consequence is that we have created an ineffective system that creates a lot of ‘busy’ work, taking away from the time and energy that could be spend working with and for those babies, children and young people and families we are seeking to support. We need to be braver about how we fund. It needs to be longer term, outcome focused and based on collaboration and trust. And this means not only looking at grant funding, but also at procurement and commissioning. And we need to shift the balance of funding so that we have more to spend in the preventative space.

Priority: We need to invest in collaboration. Collaboration it is complex and can be hard. We have to recruit and support our leaders in a way that ensures that collaboration is fundamental to their work. And this collaboration needs to be across all sectors. The third sector has been a key deliverer of services at community level for centuries and it is essential that there is a real parity of esteem. It needs to be involved from planning onwards as we try to ensure that we are optimising our services on the ground.

We have a great opportunity in Scotland to make this happen. When I am feeling a bit gloomy about what is happening here, I cheer myself up by thinking about all the strong policies we have that embrace our babies, children, young people and families: GIRFEC, the Promise, the Child Poverty (Scotland) Act, the incorporation of UNCRC. So, we don’t need more legislation. The job is to take the passion that was felt in that room and let it ignite. In that way we have a chance of making lasting change and ensuring that we can really fulfil our promise to our children; that their rights will be respected.

About the Author

Dr Judith Turbyne is the CEO of Children in Scotland

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Children in Scotland celebrates progress in advocacy, membership and services

Children in Scotland has today released its 2024-25 achievement report, celebrating highlights from across the organisation. The report demonstrates significant progress despite ongoing economic challenges. 

The organisation worked directly with over 2,600 children and young people, delivered training to more than 12,000 delegates, and hosted 60 events including a vibrant Annual Conference attended by over 450 professionals. It welcomed 57 new organisations and individuals into membership.

A central focus remained the empowerment of young voices. The Changing our World advisory group helped shape education policy, and the Access All Arts Fund allowed children and young people across Scotland to access arts funding and develop their creative interests – with a panel of children and young people themselves making key decisions on awards.  

In the report, CEO Dr Judith Turbyne emphasises the organisation’s values of bravery, kindness, collaboration, and fairness. Speaking on the economic challenges faced across the children’s sector, she said: “Crises can be a lever for change. Our role is to ensure children’s rights and voices remain at the centre of decision-making.” 

The charity’s services continued to thrive, with Enquire handling 1,400 enquiries and Resolve marking 20 years of mediation success, while the My Rights, My Say children’s views service had its busiest year ever, receiving 120 referrals. 

Meanwhile, policy work gained traction with contributions to Scottish Parliament inquiries and strong advocacy for sustainable third sector funding.  

The report contains a range of resources, including reports, free eLearning modules, and consultation responses produced by Children in Scotland during 2024-25.  

Read the full report now

Read the Achievement Report

Our latest report reflects on another year of empowering young voices and advocating for Scotland’s children

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Children in Scotland’s response to the Restraint and Seclusion Bill

Children in Scotland has responded to the Scottish Parliament’s consultation on the Restraint and Seclusion in Schools (Scotland) Bill, which was introduced to the Scottish Parliament on 17 March 2025.

The Bill was introduced by Daniel Johnson, and is intended to limit the use of unnecessary restraint and seclusion of children and young people in schools, and would require the Scottish Government to issue guidance on the use of restraint and seclusion to education providers.

Children in Scotland welcomes the Bill, having been involved in responding to previous calls for views relating to this topic, as a necessary step towards safeguarding children and young people from the negative impact the use of restrain and seclusion can have, particularly when over- or inappropriately used.

In particular, we support the Bill’s introduction of measures that would strengthen and improve the existing legislative and police framework, such as the introduction of a 24-hour timescale for informing parents and carers of incidents of restrain and seclusion.

And while we welcome the Bill’s requirement for all incidents of restraint and seclusion to be recorded and reported to the Scottish Parliament, we would like to see mention of gathering data on whether the affected child or young person has any additional support needs; as incidents of restraint and seclusion often involve children with additional support needs, we feel that these are important data that should be taken into consideration.

We would also encourage the Bill to make training on seclusion and restraint mandatory for all teachers and support staff, with training focusing on de-escalation and minimising the use of restraint and seclusion. We recognise that all behaviour is communication, and that staff should be supported to respond in a trauma informed way to support and safeguard all children.

We look forward to working further with the Scottish Parliament and the wider children’s sector on this Bill and hope to see it become an Act that will help Scotland’s children to flourish.

Read our full response to the consultation here.

 

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The Yard expands coverage to Glasgow

The Yard has expanded its service, currently covering Edinburgh, Kirkcaldy, and Dundee, to include Glasgow, having opened its doors for families on Saturday 28 June.

The Glasgow service will operate out of a newly upgraded centre which includes a 5,000-square-metre outdoor play space, with plans for further enhancements to the garden and adventure play areas already in motion.

Sessions will take place in Glasgow throughout the summer holidays, with sessions on Tuesdays, Wednesdays, Fridays, and Saturdays, and families can access all services provided by The Yard for £8 per month, with a membership assistance programme available.

The Yard provides an award-winning service to children and young people with disabilities and additional needs and has supported more than 3,000 children and their families since its inception in 1986. The service consists of creative play environments and wraparound family support, allowing children and young people to flourish, and parents and carers to build community.

Sessions are run by The Yard’s trained and experienced playworkers and are designed to support each child’s individual needs and strengths, and are open to all children and young people aged 0-18 with disabilities and additional support needs with no formal diagnosis necessary.

Celine Sinclair, CEO of The Yard said, “Our doors are open to any child or young person who would benefit from an inclusive, safe place to play, express themselves and grow in confidence. We’re equally here for their families, offering connection, friendship and a shared understanding.

“Our work with schools also means pupils who need time away from the classroom can benefit from an environment that supports social skills, builds self-esteem, and sparks joy. We know from teachers how transformative that experience can be. Ultimately, it’s about giving children the chance to laugh, explore, and just be themselves, with no judgement. They deserve the same fun, freedom, and happiness as any other child.”

For more information on The Yard’s new Glasgow service, visit their website.

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Education Reform Bill Passed by Scottish Parliament

The Education (Scotland) Bill was passed by the Scottish Parliament last night. After receiving Royal Assent, the Bill will become an Act, and its legislation will be implemented.

The Bill was first introduced on 4 June 2024 and was passed late last night by 69 votes to 47.

The Bill will dissolve the Scottish Qualifications Authority, the national body previously tasked with overseeing qualifications in Scotland, which will be replaced by Qualifications Scotland. Qualifications Scotland will then be responsible for developing, regulating, and awarding any non-university level qualifications.

The Bill will also create the office of Chief Inspector of Education, a role with enhanced independence and whose responsibilities will include ensuring schools and education authorities are making necessary improvements, and publishing annual reports on the performance of the Scottish education system.

The decision to reform the education system came in part from recommendations from a report by Professor Ken Muir which called for a ‘renewed vision’ of education in Scotland.

Ahead of the Bill being passed, Children in Scotland released a statement saying:

“As the Scottish Parliament debates Stage 3 of the Education (Scotland) Bill, we remain committed to ensuring the voices of children and young people are not just heard, but meaningfully embedded, in the future of Scottish education.

“At Stage 1 we highlighted a range of concerns with the proposals in particular around a lack of ambition and a lack of clarity on the mechanisms for the participation of children and young people to engage with and participate in the new qualifications body and inspectorate.

“If the Bill becomes law, we will work closely with Scottish Government and the new education bodes to ensure there are meaningful opportunities for children and young people.

“We have heard consistently from Changing our World, the Inclusion Ambassadors and many other project groups about the need for change in how their education is delivered.

“With this in mind, we are still concerned that the Education (Scotland) Bill is not ambitious enough in how it looks to drive change in education in Scotland. If the Bill comes into law, we will continue to advocate for and with children and young people for an education system which supports their rights and needs.”

Read more of our evidence:

Changing our World's Education and Learning paper

Children in Scotland's response to the Education, Children and Young People Committee’s Call for Views on Education Reform

Inclusion Ambassadors

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Children in Scotland responds to Children Bill’s introduction

The Children (Care, Care Experience and Services Planning) (Scotland) Bill was introduced to the Scottish Parliament last week, the first step in the process towards becoming an Act.

The Bill, formerly known as the Promise Bill, is part of the Scottish Government’s commitment to keeping The Promise by 2030 and will, if passed into law, introduce changes to the services and support provided to care experienced children, young people, and adults.

The changes will be introduced across eight legislative areas at different stages of a child’s interaction with the care system, including a right to advocacy for children, young people, and adults with care experience; steps to address issues around profits from residential care; and a redesign of the Children’s Hearings system.

While introducing this Bill is a positive step towards keeping The Promise, we have some concerns regarding certain aspects of the Bill, including its timescale; with Parliament going into recess on Friday 27 June, it was thought that the Bill would face severe delays if the Call for Views is not launched prior to this. It is incredibly important to ensure the voices of care experienced children, young people, and adults are heard throughout the entire process, and with only five years until the 2030 deadline to keep The Promise, expediency in this area is vital.

Furthermore, there is a lack of clarity around some aspects of the Bill; reforms to the Children’s Hearing system take up a significant portion of the Bill, with little explanation for why this has been prioritised over other aspects. Additionally, we are looking for further guidance and clarity on how the Bill will align with the UNCRC incorporation legislation to strengthen the rights of children and young people with care experience.

Overall, we are happy to see progress towards keeping The Promise, particularly from a legislative perspective, and we are committed to further work with the Scottish Government to ensure this Bill keeps the voices of care experienced children, young people, and adults at its heart, and we look forward to following the Bill’s progress closely in the future.

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Taking part in the Access All Arts Fund

Robin shares his reflections on participating in youth-led arts funding as an Access All Arts Fun panel member.

 In August of 2024, I joined the Access All Arts Fund (AAAF) Panel, along with nine other young people. I heard about the Fund through a youth group I was attending, and decided to get in contact, as I've always had a huge interest in art and design. Since then, I attended several meetings over the course of roughly six months.  The meetings involved a variety of activities relating to the evaluation of applications, as well as building relationships with the other panel members. These activities included ice breakers to get to know each other, discussions on what creativity means and how it can be defined, how to make thoughtful decisions when reviewing the applications, and what barriers a young person might face trying to access creative resources. There were even art activities members could take part in!  The opportunity to get creative opened up conversations about what was important or necessary to make art, what we were interested in, and it also helped break down some of the more concept-heavy discussions.  This helped the sessions stay engaging and productive.  

 When I joined the panel, I was in my last year of high school and UCAS deadlines were looming. I was struggling to decide what to study: I was conflicted between Art & Design and Modern Languages, knowing I had more passion for art, but was nervous about making the right decision, especially regarding money. I think working on the AAAF panel helped with my decision to pursue art at University. It was so interesting meeting other young creative people, as well as reading all the applications and learning what others were passionate about. The more passionate someone sounded in their application, the more enjoyable it was to read. 

'My future plans': a mixed media landscape, created by Robin during an Access All Arts panel members' meeting

I was already aware of how important resources are for young people, but by working on this project I’ve become much more attune to barriers that I wouldn’t have considered before. As I have just finished high school, where I studied Art & Design up to Advanced Higher level, I can say with complete certainty that funds like this can make a massive difference in young people’s lives. I cannot count the number of times that a cheaper material has had to be used because the school didn’t have access to a large enough budget to purchase a more suitable material. Not only that, but whole specialisms have had to be neglected. This is through no fault of the school and teachers are doing their best to support pupils, but it means that pupils who are interested in pursuing any specialism may have to do this outwith school. It goes without saying that this can quickly become expensive, and excludes any pupils who can’t afford the cost of extra lessons or programmes. However, with financial support from funds like the Access All Arts Fund, more young people can access the resources to fuel their creative interests.  

Overall, being part of the panel was really a fantastic experience.  The team at Children in Scotland were extremely friendly and supportive. Information was communicated in a clear manner, and there was a lot of respect for all members involved in the project. The adults did a fantastic job of managing the project, guiding where support was needed, while treating everyone with complete respect and warmth. I hope that the panel can be repeated in the future, as it has had such a positive impact on both the applicants and the panel members. 

Find out more about The Access All Arts Fund here.  

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Unlocking potential: How public libraries help our children flourish

Éadaoín Lynch is Research & Evaluation Manager and the first port of call for evaluation support in Scottish Book Trust. In partnership with SLIC, CILIPS and the NLS, they have been spearheading an independent research project into Scotland's public libraries for which final reporting launched in June 2025.

Public libraries in Scotland play a vital role in supporting children's development, as revealed by in-depth research conducted by Scottish Book Trust in partnership with the National Library of Scotland, CILIPS, and the Scottish Library and Information Council between 2023 and 2025.  

This research, based on surveys of over 2,000 library users and more than 300 library professionals, highlights the significant impact of libraries on reading for pleasure, digital inclusion, learning opportunities, and active citizenship. 

Reading for pleasure 

“I have grown up in my local libraries, as will my young family. Local libraries do more than anything else to engender social conscience and collective responsibility, to say nothing of access to books, essential digital services and excellent information professionals dedicated to public service.” – Library user 

Reading for pleasure isn't just about fun; it’s a powerhouse for development. It boosts literacy skills, improves pupil attainment, and increases self-esteem at a young age.  

And public libraries are champions at fostering a love of reading for pleasure. They offer a child total freedom of choice – a pirate adventure, a fantastical dragon ride, a trip to outer space – in a free, safe space. Our research found the most popular activities in libraries across Scotland were Bookbug sessions, author visits, craft sessions and reading challenges, among both librarians and library users. 

Digital inclusion 

“In the past libraries were viewed as just a place to borrow books from, but it's so much more than that now.

“We allow for people to come in and check their emails, for children to come in and use the PCs that they may not have access to at home, to complete their homework […] We've even had people come in and do online exams, to come in and use the computers to learn English.” – Public librarian 

The majority of responding librarians across Scotland reported that their local community faces digital poverty (66.49%). And, correspondingly, over 95% of responding librarians reported their library offers access to Wi-Fi (96.28%), to computers with internet (98.94%) and to photocopying/printing/scanning (95.74%).  

Library users were overwhelmingly in agreement that their library provides a lifeline to them and their community – particularly to maintain digital access, provide a quiet space for study, get disadvantage people back on their feet, and for rural communities. 

This access and support are vital for empowering children to engage with the digital world confidently and equitably, setting them up for success in school and beyond.  

Learning opportunities 

“The dyslexia accessible books for children encouraged my son to read. Without them, he'd have struggled far more to enjoy reading.” – Library user 

Library users predominantly agreed that their library's learning opportunities are ‘very important’ (68.02% of responses). They help children develop critical thinking skills, information literacy, and a lifelong love of learning. Plus, they can be a fantastic resource for parents too, offering books and guidance on everything from child development to educational support. 

Most library users agreed that the library supports their family’s learning and their own learning ‘a lot’ (67.29% and 63.12% respectively). 

Libraries also help overcome barriers of poverty and the cost-of-living crisis, making learning accessible to all, with over 84% of library users reporting that their library saves them money ‘a lot.’ 

Active citizenship 

“I have grown up in my local libraries, as will my young family. Local libraries do more than anything else to engender social conscience and collective responsibility, to say nothing of access to books, essential digital services and excellent information professionals dedicated to public service.” – Library user 

Research findings showed that over 85% of librarians agreed their library provides equal and free access to accurate information, and that it reaches a diverse audience, whether across race, ethnicity, gender identity, sexuality, class, language, religion, disability, age or education. Both librarians and library users overwhelmingly agreed their library offers a safe space.

Lasting impact on children and families 

“Children can't go into pubs or, often, even into cafes, and lots of people can't afford to keep buying coffees etc. Cafes tend to close about 3 or 4 so there is a dead spot in late afternoon, early evening where kids (and others!) have nowhere to go – libraries are vital!” – Library user 

Libraries foster stronger family bonds through shared reading experiences and engaging events. They support parents and carers with valuable resources and a welcoming community network. Ultimately, libraries contribute to the overall well-being of children, supporting their academic achievement, social development, and emotional health. They are vital hubs that help to level the playing field and ensure all children in Scotland have the chance to thrive. 

Keen to know more? 

The full report can be explored on the Scottish Book Trust website. The second part of this research, focusing on school libraries, is expected to launch later in 2025. 

 

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New AI teaching resources released

Children’s Parliament, the Scottish AI Alliance, and the Alan Turing Institute have released a free AI teaching pack designed to support primary school teachers to introduce the concept of AI to their pupils, centring around AI’s impact on children’s lives and their rights.

The teaching pack was developed following work done on the “Exploring Children’s Rights and AI” project, and was designed in collaboration with pupils and teachers across Scotland after 79% of teachers surveyed said they had received no guidance on teaching AI.

The pack is split into six lessons, complete with lesson plans and slides, covering topics relevant to pupils' own experiences including an introduction to AI, how AI uses data, and the role of AI in education. The lessons are intended to not only explain the purpose of AI, but also its limitations, including potential bias and incorrect information, and its environment impact, such as AI’s carbon emissions and the alarming levels of water consumption.

The teaching pack also includes a guide for teachers intended to be a foundational introduction to the topic, covering areas such as generative AI vs Large Language Models, the difficulties in defining AI, and AI’s environment impact.

Regarding the importance of the pack, a member of Children’s Parliament said: “AI will be in all our lives, so we need to know what it means and how it works before we grow up.”

To learn more about AI education resources, visit the Scottish AI Alliance website.

 

 

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