Source: UNICEF.
On the outskirts of Lima, homes rise across the steep hillsides of Huaycán. It is a densely populated community where many families face economic insecurity, limited access to services, and high levels of violence.
For children, these pressures can follow them into the classroom. Some arrive carrying fear, instability, or experiences they do not yet have the words to explain. Discrimination, disruptive behaviour, and violence can make school feel unsafe, affecting children’s confidence, relationships, and ability to learn.
Children may know when something feels unfair or frightening without understanding that their rights are being violated or where they can turn for help. When their voices are not heard, harm can remain hidden.
Creating change begins by giving children the knowledge, language, and confidence to recognise their rights and participate in shaping safer environments.
The Child Rights Community Education initiative helps children understand that they have a right to safety, education, dignity, and a voice in the decisions that affect them.
Run by Mary Ward International Peru, the project creates safe spaces where upper-primary students can speak openly, build self-awareness, and explore issues including violence, discrimination, equality, and child protection.
Through workshops, small discussion groups, peer education, and personalised support, children learn how to recognise unsafe situations, regulate their emotions, seek help, and stand up for themselves and others.
The project also works alongside teachers and families. By strengthening violence prevention, safeguarding, and positive parenting practices, it helps build a wider network of adults who can listen, respond, and create safer environments for children.
Interactive workshops help children understand safety, respect, equality, and participation in everyday life.
Students train as child advocates and share their knowledge through peer-led activities and school participation.
Girls’ groups provide a safe space to discuss discrimination, safety, and confidence while strengthening their collective voice.
Workshops build self-awareness, emotional regulation, and confidence, while children facing heightened risks can access counselling and referrals.
Literacy and numeracy activities help students build the foundational skills needed to participate fully in the program and at school.
Teachers, parents, and caregivers receive training in violence prevention, safeguarding, and positive support for children.
As children become more confident, the benefits extend into the classroom.
In 2025, students’ proficiency in mathematics problem-solving increased by 44%, while reading and writing skills improved by 33%. Playful, cooperative learning also strengthened motivation, confidence, and socio-emotional skills.
These outcomes reflect the connection between safety and education. When children feel respected, supported, and able to participate, they are better placed to concentrate, learn, and contribute to their school community.
Eleven-year-old Cami* had always shown strong potential in the classroom, but she struggled to understand the discrimination she saw around her.
Through a safe discussion group for girls and adolescents, she found a space to express herself, learn about her rights, and develop her leadership skills.
Cami now speaks confidently when something feels unfair and has encouraged the project to reach younger children so they can begin learning about their rights, too.
Her experience shows what can happen when a child is not only protected but also trusted to recognise injustice and help shape change.
*Name changed for privacy.
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