Reading Time: 4 minutes All children have human rights. Article 1 of the United Nations Convention on the Rights of the Child (CRC) establishes that, for the purposes of the Convention, “a child means every human being below the age of eighteen years”. The UN Committee on the Rights of the Child states that “The Convention requires that children, including the very youngest children, be respected as persons in their own right” (2005, page 3).

Reading Time: 7 minutes Incorporation of the United Nations Convention on the Rights of the Child (UNCRC) into Scots law represented a pivotal moment in Scotland’s efforts to become a nation where children’s human rights are taken seriously and where there is accountability for them.

Reading Time: 2 minutes Remember that paper you’ve been avoiding for months? The one that makes you suddenly discover a burning desire to reorganise your sock drawer? Well, what if I told you that two days of “structured procrastination prevention” could transform it – from a cloud that is following you around – to an almost conquered challenge?

Reading Time: 3 minutes Reading to Dogs (RTD) in classrooms may at first seem unconventional, yet research in favour of the practice is growing.  RTD programmes, intended to support wellbeing and reading, are undoubtedly becoming more popular across schools in the UK and abroad, with demand often exceeding supply.

Reading Time: 4 minutes Recent years have seen an increase in the popularity of various forms of nature-based learning (which refers broadly to engagement with nature for the purpose of play, learning, and development), including forest school.

Reading Time: 2 minutes We are thrilled to announce the launch of a new Children & Society special issue, ‘Conceptualising and Researching Child and Youth Activism’. The collection seeks ‘to provide a platform for the range of child and youth activism emerging globally and the participatory methods that contribute to these movements’.

Reading Time: 3 minutes The landscape of children’s literature is rapidly evolving, with significant changes in how children interact with picture books. Traditional linear narratives are being challenged by non-linear interactive picture books, offering young readers novel reading experiences. But what exactly are these books? And how do they foster children’s emotional development?

Reading Time: 4 minutes Where do young children play in public life?  Are these social and play spaces designed with young children and their communities in mind? What would an ideal social and play space look and feel like from young children’s and their communities’ perspectives? What would an ‘inclusive’/ equitable social and play space look and feel like?

Reading Time: 2 minutes For those of us involved in childhood research, the suffering of children, the taking of children as hostages, the deaths of children– and there are so many children impacted in these and other ways, in Israel and Palestine – is inexcusable.

Reading Time: 2 minutes How we conceptualise children and childhood matters. It impacts what we study, how we study it and our conclusions; it also permeates how we form and deliver policy and practice.