In this Report, we set out our vision of what it means to be an active citizen – and how individuals might be supported and encouraged to be active citizens. This is a big task – and we don’t pretend to have all the answers.
This General Comment, like all, must be read in conjunction with Article 12, one of the four guiding principles of the Convention, which enshrines the child’s right to be heard.
This comparative review reports on the outcomes of a phase 1 of a research project being undertaken by the Child Law Clinic at University College Cork that will examine the effectiveness of arrangements for ascertaining the views of children in private family law proceedings in Ireland.
The objective of this research was to conduct a systematic review of systematic reviews related to Article 12 of the UN Convention on the Rights of the Child (UNCRC) as it relates to children and young people involved with child welfare agencies.
This article focuses on micro-and meso-level interactions and their importance to experiences of belonging and socio-educational integration for migrant children. It explores outcomes from qualitative research in Ireland conducted as part of a European research project investigating the socio-educational integration of refugee and migrant children in schools.
This review generated inclusive strategies in planning public playspaces, which could support local policymakers in this complex multi-layered process.
This report sets out the key findings and overall messages from a series of consultations with young people about the impact of drug use on their lives, their families and communities that took place during the period November 2022 – March 2023.
Children aged 3–5 years are at an incredibly important stage of their life. Within the last decade they have been increasingly prioritised within Irish policy
In this scoping review, we aim to analyze guidelines and identify strategies for supporting children’s participation rights when planning public playspaces.
Designing opportunities for play in the built environment is crucial to support children’s health and development. A growing research focus on child-friendly environments has evidenced a shift toward creating spaces and buildings that take children’s needs seriously and work with children as capable experts and active collaborators. Yet, limited attention has focused on how different scholars conceptualise and operationalise research on understanding and designing opportunities for play in the built environment. This paper reports on the findings of a scoping review of peer-reviewed empirical literature (51 publications) from 1994 to 2019.