FOSTERING INCLUSIVE CONTEXTS: THE ROLE OF HUMAN RIGHTS AND INCLUSIVE SOCIAL SKILLS TO FOSTER INCLUSION IN CHILDREN

In the contemporary school environment, there is an increasing recognition of heterogeneity among students. Heterogeneity is characterised by differences in cultural backgrounds, abilities, identities, and social conditions. While such diversity is undoubtedly a valuable resource for growth and learning, there are also risks of social exclusion, discrimination, and unequal opportunities, especially for children with stigmatised attributes or identities. In this context, the promotion of inclusion and respect for human rights emerges as a central challenge for contemporary education. In response to this challenge, the research project presented in this thesis investigates whether interventions integrating Positive Youth Development (PYD) and Human Rights Education (HRE) can effectively promote school inclusion from early childhood. The research project addresses the overarching research question of whether promoting knowledge of and respect for participation rights and inclusive social skills in combination has the potential to strengthen positive peer relationships and reduce the risk of social exclusion. To address this research question, the theoretical foundations of the research have been developed, with the complementary contributions of PYD and HRE being highlighted. Furthermore, critical gaps have been identified, particularly the lack of integrated approaches in early childhood and primary school contexts. The research project was based on a quasi-experimental methodological design and included two empirical studies involving primary school (Study 1) and kindergarten (Study 2) students. Study 1 developed, implemented and evaluated the efficacy of the intervention programme titled ‘A Journey Towards Rightsland’ with 167 primary school children (aged 8–10). The findings showed significant improvements in peer acceptance, inclusive social skills, ability to collaborate with others, and the intention to help peers facing rights violations, with particularly positive effects for children at risk of social exclusion. Study 2 adapted the intervention for younger children through the design, implementation and evaluation of the intervention programme titled ‘A Jigsaw Puzzle of Rights’, which was conducted with 51 kindergarten children (aged 5). The results demonstrated increased recognition of rights violations, assertive reactions to discrimination and social exclusion, and an increase in peer acceptance within the experimental group. The findings emphasise the value of integrating PYD and HRE to promote inclusive school contexts from the earliest years. The results of this research project offer significant contributions to both theory and practice. They demonstrate the developmental appropriateness and efficacy of early school-based interventions in promoting the knowledge of and respect for participation rights, as well as the development of inclusive social skills. The research project puts forward a series of recommendations for researchers and practitioners who are committed to the creation of school environments that actively uphold children’s rights and foster inclusive peer relationships.