Human rights school checklist
The following checklist has been developed based on articles from the Universal Declaration of
Human Rights. Use the checklist to think about how effectively your school embraces the
principles of human rights and to identify opportunities to think, plan and act for the future.
Rating your school’s awareness and responsiveness
The school community
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The school incorporates human rights
principles in its mission statements and
formal curriculum documents. (Preamble,
Articles 3, 7)
The school is a place where staff and
students are safe and secure. (Articles 3, 5)
The school promotes equal participation and
provides equal access, resources and
activities for all students. (Articles 2, 7)
The school has structures to facilitate student
decision making (individually and through
associations) and to participate in democratic
development of school policies and rules.
(Articles 20, 21, 23)
The school community welcomes students,
teachers and others from diverse
backgrounds and cultures. (Articles 2, 6, 13,
14, 15)
No-one is discriminated against because of
their lifestyle choices such as manner of
dress, association with certain people or nonschool activities. (Articles 2, 16)
Members of the school community will take
steps to oppose discriminatory or demeaning
actions, materials or slurs in the school.
(Articles 2, 3, 7, 28, 29)
If the rights of another are demeaned or
violated, the person responsible is helped to
learn how to change his/her behaviour.
(Article 26)
All aspects of student and staff wellbeing are
considered important and help is provided
when anyone is in need. (Articles 3, 22, 26,
29)
The school community has a culture which
attempts to resolve conflict through nonviolent and collaborative means. (Articles 3,
28)
Anyone accused of wrong-doing is presumed
innocent until proven guilty. (Article 11)
All students and staff are disciplined through
fair and impartial processes. The
determination of responsibility for actions
which breach school standards and decisions
about appropriate responses are informed
through fair and impartial processes. (Articles
6, 7, 8, 9, 10)
No/
never
Rarely
Sometimes
Often Yes/
always
No/
never
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No-one is subjected to degrading treatment
or punishment. (Article 5)
Everyone has their personal space and
possessions respected. (Articles 12, 17)
Everyone can express their beliefs and ideas
(political, religious, cultural or other) without
fear of discrimination. (Article 19)
Both girls and boys participate in diverse
roles and have their voices heard. (Article 2)
Anyone can produce and distribute
publications without fear of censorship or
punishment, provided that the publications
respect others’ rights (Articles 19, 29, 30)
Students are encouraged to think critically,
and learn about societal and global problems
related to justice, poverty and peace.
(Preamble, Articles 26, 29)
Staff and students encourage each other to
take action to address societal and global
problems related to justice, poverty and
peace. (Preamble, Articles 20, 29)
Students are exposed to a diversity of media,
voices, perspectives and other sources of
information in courses, resources and
classroom instruction. (Articles 2, 19, 27)
Anyone can form associations within the
school and advocate for their rights and the
rights of others. (Articles 19, 20, 23)
Everyone is able to have adequate
rest/recess time during the school day and
work reasonable hours under fair conditions.
(Articles 23, 24)
Employees of the school are paid enough to
have a standard of living that enables them
to provide for the health and wellbeing of
themselves and their families. (Articles 22,
25)
Everyone takes responsibility to ensure that
other individuals behave in ways that
promote the safety and wellbeing of the
school community (Articles 1, 29)
Curriculum: what we learn and teach
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The curriculum is relevant for all students,
including Indigenous students and those from
language backgrounds other than English.
(Articles 2, 26, 27)
The curriculum supports a culture of human
rights, and challenges and counters
discrimination. (Articles 2, 27)
The curriculum provides students with
opportunities to explore issues of human
rights, social responsibility, justice, poverty
and peace in both the world and in Australia.
(Preamble, Articles 1, 26, 28, 29)
Rarely
Sometimes
Often Yes/
always
No/
never
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The curriculum promotes a personal
commitment to social justice and human
rights, and a focus on students’
responsibilities to promote and support their
own rights and those of others. (Preamble,
Articles 1, 28, 29)
The curriculum equips students with the
capacity to be active citizens (Articles 21, 26,
28, 29)
The curriculum consistently features activities
designed to foster students’ sense of their
own value – as individuals, as members of
groups, and as members of a local and
global community (Preamble, Articles 1, 2, 3,
7, 21, 26, 29)
Human rights influence teaching and learning
across all the learning areas. (Articles 2, 26,
29)
Human rights influence teaching and learning
at every stage of schooling. (Articles 2, 26,
29)
Connecting with other priorities
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We connect the themes of global education
and human rights in an integrated and
complementary way (Interdependence;
Cultural diversity;
Political/social/environmental/
economic/technological change; Social
justice and human rights; Peace building and
conflict; Sustainable futures)
We connect the themes of Studies of Asia
and Australia and human rights in an
integrated and complementary way
(Understand Asia; Develop informed
attitudes and Values; Know about
contemporary and traditional Asia; Connect
Australia and Asia; Communicate with Asia)
We connect the themes of Civics and
Citizenship and human rights in an integrated
and complementary way (Self-esteem, selfconfidence and a sense of identity; Respect
for oneself and others, including healthy safe
lifestyles; Respect for cultural differences and
diversity; Connection between rights and
responsibilities; Awareness of democracy
and democratic processes; Communication
and cooperation skills)
We connect the themes of Values Education
and human rights in an integrated and
complementary way (Care and Compassion
for self and others; Doing Your Best; Fair Go
–where all people are treated fairly for a just
society; Freedom; Honesty and
Trustworthiness; Integrity; Respect;
Responsibility; Understanding, Tolerance
and Inclusion.)
Rarely
Sometimes
Often Yes/
always