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For children to know how to fully participate in and most effectively lead the world they will inherit, they must learn how to critically engage with it and be knowledgeable about foundational rights and instruments that support such engagement. Together, critical literacy, which encourages the examination and interrogation of the underlying assumptions of dominant narratives and 'legitimate' knowledge, and children's rights education, which involves children in learning how to express their ideas and fully participate in society (as appropriate to their age and ability), offer a powerful approach--theoretical and pedagogical--to engage children in active engagement of the world, especially with respect to the promotion of social justice. However, the layers of complexity and risks associated with deep consideration of challenging topics require expert guidance and compassionate role modelling from teachers of young children. Our paper considers the intersections between critical literacy and global child rights with reference to a study conducted with young school children in Canada and Uganda to discuss how teachers can support meaningful learning experiences in the classroom that can promote children's agency and social justice commitments.

Learning in teams offers unique benefits to understand and address contemporary, global, and local challenges through effective and thoughtful learning journeys. However, learning in teams is not always thoroughly planned or effectively delivered. In trying to better understand what processes support or hinder effective and innovative learning in teams, a group of researchers and practitioners explored what works and what needs to be improved in the context of one Canadian university. This article highlights the key findings from this study and offers readers strategies to support effective, innovative, and collaborative learning in teams.

Violence among children has been considered one of the fundamental issues inhibiting optimal child well‐being and learning. Violence is widespread in Albania. Understanding the factors that affect it and the complex nature of violence itself requires looking at root social, cultural and economic factors and the normative influences on these factors. This study aimed to explore social and gender norms impacting school‐related gender‐based violence, and children's potential role in challenging these social norms. This article focuses on findings from research in two schools in Albania, particularly on what children and adult‐supporters shared about their understanding of social and gender norms that perpetuate violence, and their recommendations for policy and practice to address them. [ABSTRACT FROM AUTHOR]

Children have the right to be free from violence in schools, yet violence in schools persists. The social and gender norms, or unwritten rules of behavior that drive our collective beliefs, attitudes, and perspectives, perpetuate both positive and harmful behavior related to violence. However, social norms are malleable. To explore this further, the Regional Research on Violence Against Children in Schools in South East Europe project, supported by Terre des hommes and the Child Protection Hub and led by the International Institute on Child Rights and Development (IICRD) sought to work with young people and their supporters in eight South and East European countries from 2019-2021 to unpack how social and gender norms impact school related gender-based violence (SRGBV) and the potential role young people play in challenging destructive social norms in Albania, Bosnia-Herzegovina, Bulgaria, Croatia, Kosovo, Moldova, Romania, and Serbia. At the intersection of a child's right to be safe, to be educated and to be heard, this paper looks at a creative and participatory research approaches that bring children's experiences of violence in schools to the fore and centers their experiences. This largely qualitative study drew on participatory and creative methods to explore the incidence and type of violence that children and young people are facing in and around school in South East Europe, who is most impacted by it, the social and gender norms related to violence (including SRGBV) against children, the mechanisms and child-led actions that protect children from violence and promote wellbeing, how children and young people felt able to prevent or respond to violence (and SRGBV specifically), and the ideas they had for prevention. National academic and independent researchers were trained on the research and analysis tools that were designed by the IICRD team to ensure consistency. Two schools in each country were chosen to run 2-3-day workshops with up to 15 young people aged 13-18-years-old and up to 15 adult supporters at each site. This paper outlines the findings and focuses on the cyclical nature of research and practice where one informs the other. The multi-country research design and findings offer unique insights into effective approaches to work with young people as well as the levels of violence experienced by young people and their critical insights in how to implement enhanced safety in schools. In addition, this paper emphases the process of conducting research using creative and participatory methods as this is not often discussed in detail in the literature. In order to develop research with children and young people that can effectively impact practice, we suggest it is imperative to have a relational approach embedded in research that provides training for adults to ensure they are equipped to do this sensitive work. [ABSTRACT FROM AUTHOR]

A postal survey was sent to all higher educational institutes (HEIs) offering qualifying training for social work across UK. This survey was carried out by Joint University Council of Social Work Education Committee (JUC SWEC) to raise the profile of social work as a discipline with its own research base.