Reducing Misogyny in Schools
North Ayrshire Council · 16 September 2026
Back to North Ayrshire Council — 16 September 2026 and its agenda
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NORTH AYRSHIRE COUNCIL 16 September 2026 North Ayrshire Council Title: Reducing Misogyny in Schools Purpose: To respond to Council’s request that consideration be given to the adoption of a policy to reduce misogyny in schools. Recommendation: It is recommended that the Committee: 1. Notes the contents of this report and the evidence presented regarding the prevalence and impact of misogyny within North Ayrshire schools. 2. Agrees that the Education Service will develop a formal policy on reducing misogyny in schools, subject to a full Equality and Children’s Rights Impact Assessment (ECRIA), in line with Council direction. 1. Executive Summary 1.1 The Scottish Government define misogyny as a way of thinking that upholds the primary status of men and a sense of male entitlement, while subordinating women and limiting their power and freedom. Conduct based on this thinking can include a range of abusive and controlling behaviours including rape, sexual offences, harassment and bullying, and domestic abuse. (SG Working Group on Misogyny, 2022). In simple terms, misogyny is hatred, prejudice, or aversion towards women and girls, often manifesting as discrimination, humiliation, coercion, or violence against them, and can also refer to systems where women face hostility due to their gender. It's rooted in the belief that women are inferior to men and involves devaluing women, objectifying them, and reinforcing societal structures where women are in a subordinate position. 1.2 This report outlines national and local responses to increasing concerns about gender- based violence (GBV), misogynistic attitudes, and unhealthy relationships affecting children and young people in Scottish schools. 1.3 Following the publication of Preventing and Responding to Gender Based Violence: A Whole School Framework (Scottish Government, 2024), a range of programmes and interventions have been implemented across North Ayrshire to promote gender equality, support healthy relationships, and reduce incidents of GBV in educational settings.
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1.4 Members are asked to note the volume of work currently taking place within educational establishments and to support the planned work for the next period, which includes developing a strategic local approach to addressing misogyny, which will include a robust Service Operating Procedure, strengthening quality assurance, expanding professional learning, and working closely with partners to enhance multi-agency responses. 2. Background 2.1 National research—including the Rise Report (Supporting young women facing abuse in their intimate relationships) and the Behaviour in Scottish Schools Research 2023— highlights an increase in misogynistic attitudes and language within Scottish education. This trend reflects a wider global context, and addressing these concerns aligns with international commitments, including Sustainable Development Goal 5: Gender Equality and the United Nations Convention on the Rights of the Child (UNCRC). Nationally, Scotland has recognised misogyny as a growing societal concern impacting children and young people, particularly through social attitudes, peer cultures, and online environments. In response, the Scottish Government has developed a series of initiatives aimed at challenging misogynistic behaviours, promoting gender equality, and equipping educators with the tools to address harmful attitudes. A key part of the national response includes the Scottish Government’s misogyny campaign, informed by evidence from young people across Scotland. Young people reported witnessing misogyny regularly in school settings, often in subtle forms that go unnoticed by staff, and highlighted the influence of anonymous online platforms where misogynistic content can circulate. The campaign emphasises: • Raising awareness of misogyny and its impact on wellbeing and equality. • Encouraging proactive intervention by school staff, supported by improved professional learning and training. • Tackling online misogyny by strengthening digital literacy and critical thinking. • Amplifying young people’s voices in shaping national strategies, consistent with Scotland’s commitment to the UNCRC, particularly Articles 2 and 12. • Supporting multi-agency approaches to address gender-based harms. 2.2 Through facilitated focus groups, young people in North Ayrshire told us that they witness misogyny once or twice a week, that girls are often judged by boys for picking certain school subjects like Physics and that whilst they recognise misogynistic attitudes, they are not familiar with the term. They told us that the perpetrators do this discreetly so that teachers are not aware, but that teachers should address this more often and need more training on the subject. Furthermore, they described their experiences of social media where perpetrators are afforded anonymity. Colleagues in Youth Services conducted interviews with 11–16-year-olds to identify their views on male and female roles in society. Young people still in primary school (age 11-12) still held views of being able to be whoever they wanted to be and held the ‘can do anything’ belief, regardless of sex. There was an acute change in mindset as young people headed into teen years, where awareness of barriers and gender stereotypes were very much in play. There was evidence of a gender stereotype that
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affects young people academically, which can lead to young people internalising beliefs that in turn affects personal choices on what they can, or can’t, do in terms of subject choice and future employment. 2.3 The Education Service Information Recording System (SEEMiS) is used to record all equality and bullying incidents with recording of Gender Based Violence (GBV) and misogynistic incidents built into the module. Whilst records for this session currently show no reports of incidents of this nature, there are 82 incidents of name calling, teasing, verbal put downs or threatening language and a further 22 of abusive messages online. Further training and analysis would be required to understand if these are of a gendered nature. 2.4 Relationships, Sexual Health and Parenthood (RSHP) education is a statutory component of the Health and Wellbeing curriculum, providing children and young people with factual, balanced and age-appropriate learning that supports positive relationships. North Ayrshire Council (NAC) establishments are encouraged to use the national RSHP resource to ensure consistent delivery of lessons on gender stereotypes, consent, relationships and abuse. Denominational schools continue to implement Called to Love and God’s Loving Plan, which emphasise respectful, loving relationships. The recently released Scottish Government guidance on the delivery of RSHP in Scottish schools supports schools to embed RSHP education under 4 key thematic outcomes • Consent and Healthy Relationships • Faith and Belief • Gender Equality Education • LGBT Inclusive Education In addition to RSHP education, schools have access to a range of national resources hosted on Education Scotland’s platform, including: • RSHP materials for early years, schools, colleges and community learning • A summary of RSHP resources to support professional development 2.5 To complement the core RSHP education offer, we utilise a number of approaches within establishments, examples include – Mentors in Violence Prevention (MVP) a national peer-mentoring and bystander-training programme which forms an integral part of the Health and Wellbeing Programme in all our Secondary Schools. Its purpose is to help young people recognise, prevent and challenge gender-based violence, bullying, and abusive behaviour. This programme has been in place in North Ayrshire since 2021 and to date around 100 education staff and partners (e.g. Campus Police Officers, Community Learning Development Staff, Youth Workers and Women’s Aid staff) have been trained. This session, over 100 young people have trained as peer mentors delivering sessions to younger pupils through the PSE curricular offer. The resources include explicit materials to address misogynistic attitudes. Education and Youth Services staff both utilise the ‘Imagine a Man’ toolkit which focuses on approaches to support boys and young men explore masculinity. All North Ayrshire Secondary Schools are signed up to the Equally Safe at School Programme (ESAS). ESAS was developed in partnership with schools to help prevent
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and tackle gender-based violence (GBV). It is a whole school approach, which supports schools to embed a set of holistic measures across every aspect of school life. Implementation of the intervention enables schools to continually build and reinforce messages that challenge violence and promote gender equality – across the curriculum, in everyday interactions between staff and students, in policies and procedures and in the culture and ethos of the school community. Recent research by the ESAS team highlights rising concerns about a ‘crisis of masculinity’ and growing reports of misogyny in schools, the programme will evolve to ensure addressing misogyny is integral to delivery. In recognition that misogynistic attitudes can develop at an early developmental stage, there is a strong case for practitioners in the Early Years and in primary school settings to understand the nature of gender-based violence, recognise how social attitudes can contribute and know how they can act to help prevent and respond to gender-based violence. Plans for development of a professional learning opportunity for targeted primary and early years staff are well underway. 3. Proposals 3.1 The education service proposes to strengthen approaches to addressing misogyny in schools through focussed work in 5 key areas. A. Policy and Governance • Review and update anti-bullying and safeguarding policies to explicitly address misogyny and gender-based violence. • Ensure reporting mechanisms for misogynistic incidents are clear, confidential, and accessible for pupils and staff. • Utilise our Supporting Relationships and Behaviour Service Operating Procedure to ensure children and young people have the skills to develop healthy, respectful relationships. • Audit existing curricular materials to ensure approaches to tacking misogyny are explicit B. Prevention and Education • Support education staff to meet their statutory requirement to deliver RSHP Education at all curricular levels. • Support establishments to implement the Gender-Based Violence in Schools Framework and integrate its principles into school improvement plans. • Deliver curriculum interventions on gender equality, healthy relationships, and digital literacy (including online misogyny and incel culture). • Continue to use Education Scotland’s MVP programme to empower pupils as peer mentors to challenge harmful attitudes. C. Staff Training and Support • Provide professional learning on identifying and addressing misogyny, including online harms. • Ensure all staff have a clear understanding of their professional responsibilities is identifying and responding to this type of behaviour and content.
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D. Pupil Engagement • Actively engage with learners in developing curricular materials to support learning in this area. • Create safe spaces for pupils to discuss gender issues and report concerns. • Involve pupils in campaigns and peer-led initiatives promoting respect and equality. E. Monitoring and Accountability • Record all incidents of misogyny and review data regularly to inform interventions. 4. Implications/Socio-economic Duty Financial 4.1 None. Human Resources 4.2 None. Legal 4.3 There are legal implications associated with this proposal. The policy contributes to the Council’s statutory duties under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity, and foster good relations, particularly in relation to sex-based discrimination. An Equality and Children’s Rights Impact Assessment (ECRIA) will be completed to ensure compliance with the Equality Act 2010, the Fairer Scotland Duty (2018), and obligations under the United Nations Convention on the Rights of the Child (UNCRC). No additional legal risks have been identified. Equality/Socio-economic 4.4 No negative equality or socio-economic impacts have been identified. Instead, the proposals are expected to advance equality of opportunity for girls and young women, improve wellbeing for all pupils, and contribute to the Council’s wider work on reducing gender-based violence and promoting UNCRC Articles 2 and 12. Climate Change and Carbon 4.5 None. Key Priorities 4.6 These proposals should help support – Wellbeing - Using our assets to support wellbeing in local communities.
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Community Wealth Building 4.7 There are no direct Community Wealth Building implications arising from this proposal. The policy does not relate to procurement, local economic participation, or community benefit activity. While there are no direct Community Wealth Building implications, the proposals may support wider wellbeing outcomes for children and young people, which contribute to the aims of the Local Outcomes Improvement Plan. Islands Communities Impact Assessment (ICIA) 4.8 None. United Nations Rights of the Child (UNCRC) 4.9 Addresses UNCRC Article 2 – Non discrimination Article 12 – Right to be heard Consumer Duty 4.10 None. 5. Consultation 5.1 Education staff facilitated a focus group with young people aged 14/15, colleagues in youth services conducted a series of interviews with 11–16-year-olds to gather their views. Sam Anson Executive Director (Education) For further information please contact Eilidh James, Quality Improvement Officer, on eilidhjames@north-ayrshire.gov.uk. Background Papers 0
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Version: 7.0 North Ayrshire Council Equality & Children’s Rights Impact Assessment (Full Form) Please Note: Before you begin, is this version the most up to date? You can download the most recent version on Connects. Screenings and ECRIAs should be included with relevant Committee Reports and may be published on our website. Introduction This form will assist in carrying out an Equality Impact Assessment and where appropriate, Socio-Economic, Children’s Rights, Island Communities and Consumer Duty Impacts of new, revised and existing policies and practices. Guidance on how to complete assessments is given in the Council’s Equality and Children’s Rights Impact Assessment Toolkit. The form is mandatory and must be published on the Council website once the policy or practice has been approved. 1. General Details 1.1 Directorate/Service: Education: Section: Education 1.2 Name of Policy, Practice of Proposal being assessed: Reducing Misogyny in Schools Please delete whichever statements are not applicable from the highlighted text below: This is a new proposal. Please insert Budget Reference number (if applicable) N/A 1.3 List of participants in the assessment Eilidh James, Quality Improvement Officer Lindsay Morris, Executive Manager (Education) 1.4 Manager responsible for the impact assessment Name: Andrew McClelland Designation: Chief Education Officer / Head of Service (Education) 1.5 Timetable (should be started during the development phase of the proposal)
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Version: 7.0 Date Assessment Started: April 2026 Interim Review Date: August 2026 Final sign off by Head of Service at the end of the form. 2. Aims and Relevance 2.1 What is the purpose of the policy practice or proposal? The proposal seeks to strengthen the Education Service approach to reducing misogyny in schools through improvements in policy and governance, prevention and education, staff training, pupil engagement, and monitoring and accountability. The proposal aims to promote gender equality, support healthy relationships, reduce misogynistic behaviour and gender-based violence, and ensure schools provide safe, respectful and inclusive learning environments for all children and young people. 3. Equality and Diversity 3.1 What evidence were you able to access about the relevant needs of protected groups as outlined in section 3.3 below (Please include your sources – links to equality providers and evidence can be found in both the toolkit and the Promoting Equality Page on Connects). • Scottish Government guidance on preventing and responding to gender-based violence in schools. • Research including the Rise Report and Behaviour in Scottish Schools Research 2023. • North Ayrshire focus groups with young people who reported witnessing misogyny in schools and social media environments. • Youth Services interviews with young people aged 11-16 regarding gender stereotypes and societal expectations. • SEEMiS incident data relating to equality and bullying incidents. • Existing educational approaches including RSHP, Mentors in Violence Prevention, Imagine a Man and Equally Safe at School. 3.2 Are there any gaps in your evidence or areas of uncertainty? Current SEEMiS data records 3 incidents specifically categorised as misogyny or gender-based violence, although related incidents such as verbal abuse and online harassment are recorded. Further analysis and staff training may improve identification and recording. Continued engagement with learners and stakeholders will strengthen the evidence base. 3.3 From the list of protected characteristic groups identified in section 3.3, please identify any potential positive and negative impacts on any of these protected characteristics.
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Version: 7.0 Protected Characteristic Impact on the Protected Characteristic? (yes, no, not applicable) Please Explain (Positive or Negative or Neutral) Age - Older people, children and young people – please identify which categories will be affected Yes Children and young people are the main beneficiaries. Age and stage appropriate approaches will support learners at different developmental stages. Disability - Physical and Learning Yes Improved approaches to reporting and support may benefit learners with additional support needs. Accessible resources and approaches will be required. Gender reassignment - When a person is living in a gender other than their birth gender. Yes The proposal supports respectful environments and challenges stereotyping and prejudice. LGBT learners may benefit from reduced discrimination and improved inclusion. Pregnancy and Maternity Yes No direct impact identified, however improved culture around respect and gender equality may support inclusion. Race, ethnicity, colour, nationality or national origins (including gypsy/ travellers, refugees and asylum seekers) Yes The policy promotes respectful relationships for all learners and should support those who may experience intersecting discrimination. Religion or belief (includes religious and philosophical beliefs, including no belief) Yes Materials will require sensitive implementation in faith contexts whilst maintaining equality and rights-based principles.
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Version: 7.0 Protected Characteristic Impact on the Protected Characteristic? (yes, no, not applicable) Please Explain (Positive or Negative or Neutral) Sex - Women and Men Yes Girls and young women are expected to benefit significantly through reduced misogyny, harassment and gender stereotyping. Boys and young men will benefit through learning that promotes positive masculinity and respectful relationships. Sexual Orientation – such as lesbian, gay and bisexual people. Yes Supports LGBT-inclusive education and recognises intersectional discrimination. Marriage and Civil Partnership - this includes same sex couples No No direct impact identified. Human Rights Yes Supports rights to safety, dignity, equality and non-discrimination. Care Experienced - This term refers to anyone who is currently in care or has been for any length of time regardless of their age and includes Kinship Care (other family members); Looked After at Home (with support from social work); Residential Care; Foster Care; Secure Care; Adoption. Yes Improved safeguarding, supportive relationships and safe reporting routes will provide additional benefits for vulnerable learners.
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Version: 7.0 Protected Characteristic Impact on the Protected Characteristic? (yes, no, not applicable) Please Explain (Positive or Negative or Neutral) Other - Homelessness, ex-offenders, carers, part-time workers Yes Improved access to support and safer school environments may benefit carers, young people affected by poverty and other vulnerable groups. 3.4 Describe any consultation or engagement undertaken, including details of the groups involved and the methods used. • Focus groups with young people aged 14-15 within North Ayrshire schools. • Youth Services interviews with young people aged 11-16. Further consultation is planned with: • Children and young people across primary and secondary schools. • Parents and carers. • School leaders and staff. • Trade unions. • Youth Services and CLD. • Women's Aid. • Campus Police Officers. • Educational Psychology. • Equality and rights partners. Questions 3.5 to 3.7 refer to the ‘Three Key needs (or aims) of the Equality Duty’ 3.5 Which aspects of the policy eliminate unlawful discrimination, harassment and victimisation? The proposal explicitly seeks to challenge misogyny, gender-based violence, harassment, harmful gender stereotypes and online abuse through policy development, curriculum interventions, staff training, reporting mechanisms and pupil engagement.
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Version: 7.0 3.6 Which aspects of the policy advance equality of opportunity between people who share a relevant protected characteristic and those who do not? The proposal promotes gender equality, supports healthy relationships, increases access to support, and improves consistency in addressing discrimination and harassment. 3.7 Which aspects of the policy foster good relations between people who share a protected characteristic and those who do not? (Does it tackle prejudice and promote a better understanding of equality issues). The proposal promotes respectful relationships, positive masculinity, peer mentoring, equality awareness and learner engagement to improve relationships and understanding between groups. 3.8 If you have identified any negative impacts of your proposal how will you mitigate these? We do not anticipate any negative impacts through this proposal. However, if any do emerge as we implement the policy we would look to mitigate them through: • Accessible reporting routes. • Professional learning for staff. • Adapted materials for learners with additional support needs. • Ongoing consultation with diverse groups. • Clear communications emphasising safety, dignity and equality for all learners. 3.9 Is the policy or practice intended to promote equality by permitting positive action or lead to positive outcomes for people based on a protected characteristic? Yes. The proposal is intended to advance equality of opportunity, reduce sex- based and gender-based discrimination, challenge misogynistic attitudes, and improve outcomes for girls and young women while benefiting all learners. 4. Section 4 – The Fairer Scotland Duty The Fairer Scotland Duty (‘the Duty’), Part 1 of the Equality Act 2010 places a legal responsibility on the Council to actively consider (‘pay due regard to’) how we can reduce inequalities of outcome caused by socio-economic disadvantage when making decisions. 4.1 Does the proposal have the potential to have a significant impact on inequalities of outcome caused by socio-economic disadvantage? (Consider low income; low wealth; material deprivation; area deprivation; communities of place or interest, socio-economic background).
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Version: 7.0 Please delete whichever statement is not applicable from the highlighted text below: No, the proposal does not have the potential to have a significant impact on inequalities of outcome caused by socio-economic disadvantage. 4.2 Low Income/Income Poverty: Cannot afford to maintain regular payments such as bills, food and clothing N/A 4.3 Low/and or no wealth: Having enough money to meet basic living costs and pay bills but have no savings to pay for any unexpected spends and no provision for the future. N/A 4.4 Material Deprivation: Being unable to access basic goods and services, i.e. financial products like life insurance, repair/replace broken electrical goods, warm home, leisure/hobbies N/A 4.5 Area Deprivation: Where you live (rural areas), where you work (accessibility of transport. N/A 4.6 If impacts have been identified how will these be mitigated or explored in more detail? (please outline below) N/A 5. Section 5 – Children’s Rights When considering the Children’s Right’s Impact process, some of the key considerations include any evidence, research and consultation (specifically including any consultation or engagement with young people). 5.1 Are any Children’s Rights impacted by this proposal? (please refer to Appendix 1 of this document, where the Children’s Rights Articles have been matched against the Getting It Right For Every Child (GIRFEC) wellbeing indicators. This is solely to make it easier to identify which rights might be impacted on; the Rights are the key element of this section). Please delete whichever statement is not applicable from the highlighted text below: Yes, there are Children’s Rights impacted by this proposal. Groups include: • Girls and young women.
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Version: 7.0 • Learners experiencing gender-based harms. • Learners with additional support needs including care experienced learners. • LGBT learners. • Minority ethnic learners. • Learners affected by poverty. 5.2 Please indicate, if possible, how many children and young people (nearest estimate) are likely to be affected by the policy or measure? There are approximately 18,000 children and young people within school education across North Ayrshire. 5.3 Are some children and young people more likely to be affected than others? Please delete whichever statement is not applicable from the highlighted text below: Yes, some children and young people are more likely to be affected than others. . If, Yes what groups? (Consider protected characteristics – for example disabled young people, LGBT etc.) • Girls and young women. • Learners experiencing gender-based harms. • Learners with additional support needs including care experienced learners. • LGBT learners. • Minority ethnic learners. • Learners affected by poverty 5.4 What Children’s Rights are likely to be affected by the policy/proposal? Please refer to Table 2 (Appendix 1) ‘Links between Wellbeing Indicators and Articles of the UNCRC’ and insert the relevant rights and indicators in the table below. Wellbeing indicator (for example, safe, healthy etc.) Children’s Right (for example, 22 – refugee children) Safe 9, 19, 34, 35 Healthy 3, 6, 24
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Version: 7.0 Wellbeing indicator (for example, safe, healthy etc.) Children’s Right (for example, 22 – refugee children) Achieving 4, 29 Nurtured 4, 27 Active 3, 31 Respected 2, 3, 4, 8, 12, 13, 14, 16, 17, 30 Responsible 3, 12, 14, 15 Included 3, 6, 23 5.5 What likely impact will the policy/proposal have on Children’s Rights and Wellbeing? Either Positive, Negative or Neutral. Children Rights Positive Other Protected Characteristics Positive 5.6 Describe any consultation or engagement that has taken place with young people? See paragraph 3.4 5.7 If negative impacts are identified how will these be mitigated either fully or in part? N/A
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Version: 7.0 6. Section 6 – Island Communities Impact (or Island Proofing) Island Proofing is about considering the particular needs and circumstances of island communities when public sector organisations exercise their functions and make decisions. This has been added to the process of assessing the Council Plan and includes a range of issues such as access to services, digital connectivity, employment and access to education, transport and access to goods and services. 6.1 Do the intended outcomes of the proposal potentially differ or have a different impact for our Island Communities? Please delete whichever statement is not applicable from the highlighted text below: No, the intended outcomes of the proposal do not potentially differ or have a different impact for our Island Communities. 6.2 Please describe the potential impacts for our Island Communities. N/A 6.3 Please explain if the impacts are different for communities on different islands? N/A 6.4 What consultation or engagement has taken place with our Island Communities? None to date but ongoing engagement is planned during the implementation phase. 6.5 How will you address any potential barriers or wider impacts for our Island Communities as identified through this assessment? N/A
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Version: 7.0 7. Section 7 – The Consumer Duty The Consumer Duty is about the impact of Council proposals on consumers in Scotland. A Consumer is an individual or a small business that purchases, uses or receives goods or services in Scotland, that are supplied either by a business or a public body – please see What is the Consumer Duty. 7.1 Will your proposal impact on consumers? Please delete whichever statement is not applicable from the highlighted text below: No, the proposal will not impact on consumers. If no, please request then complete the ‘Assessment not required’ by emailing equalities@north-ayrshire.gov.uk. 7.2 What are the impacts, if any, on consumers in general? Is it likely that consumers will experience harm because of this proposal? None 7.3 Describe the impacts if any, on consumers in vulnerable circumstances. Is it likely that consumers in vulnerable circumstances* will experience harm because of this proposal? (please include any relevant evidence or engagement with consumers) *Vulnerable circumstances may be temporary in nature and may or may not arise as a resulted of a consumer’s protected characteristics. For more information, please see page 31 of Consumer Scotland’s draft guidance on the consumer duty. N/A 7.4 Describe any consultation and engagement that has taken place with consumers around your proposal. N/A 7.5 What alternative proposals could improve outcomes for consumers and/or reduce harm to consumers? How do these compare to the original proposal? N/A
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Version: 7.0 8. Section 8 – Crosscutting Impacts 8.1 Have any cross-cutting impacts been identified from other Council Services or Partner Agencies (multiple discrimination or accumulated effects on a protected characteristic group through multiple proposals or existing decisions)? None 8.2 If Crosscutting issues have been identified with other Services, what discussion/interaction has taken place to mitigate any potential negative impacts of accumulated proposals? N/A 9. Section 9 – Outcome of the Assessment 9.1 Please detail the outcome of the assessment: Please delete whichever outcomes are not applicable from the highlighted text below: a) No major alterations to the policy assessed: the Impact Assessment demonstrates the policy is robust and there is no possible discrimination or adverse impact. All opportunities to minimise negative impacts and enhance positive outcomes have been taken. 9.2 For Outcome 2. in section 9.1 above - please detail recommendations, including any action required to address negative impacts identified or to better promote equality. N/A 9.3 If Outcome 3 is chosen from section 9.1 above, please outline the justifications for continuing the policy/procedure. N/A 9.4 Please state the key issues, recommendations and future actions arising from the Integrated Impact Assessment. No immediate challenges or risks have been identified. However, there are steps referenced in Section 3.8 if any do emerge. We plan now to move towards the introduction of the strengthened policy, working with school leadership teams so they understand their own roles within this. In parallel, we will ensure approaches are identified to monitor impacts as the work progresses. This will enable us to understand if the positive impacts that we anticipate are realised in reality and, if they’re not, to consider any alternative steps that may be required.
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Version: 7.0 10. Section 10 – Monitoring 10.1 Describe how you will monitor the impact of this policy for example, performance indicators, actions, other monitoring arrangements, who will monitor progress, criteria used to measure if outcomes are achieved, timescales including any future reviews of the impact of the proposal and where this will be recorded. The progress of implementation will be monitored through the Service Improvement Plan 11. Section 11 – Sign Off 11.1 Head of Service approval of the impact assessment. Name: Click or tap here to enter text. Title: Click or tap here to enter text. Date: Click or tap here to enter text. 12. Section 12 – Publication 12.1 Following approval by Head of Service, completed Impact Assessments are published on our Council’s External Website. Please email: equalities@north-ayrshire.gov.uk
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Version: 7.0 Appendix 1 - GIRFEC Wellbeing Indicators and Children’s Rights Table 1 - GIRFEC Wellbeing Indicators Indicator Description Safe Protected from abuse, neglect and harm Healthy Having the best possible standards of physical and mental health; support to make healthy, safe choices Achieving Accomplishing goals and thereby boosting skills, confidence and self-esteem; ‘being all they can be’. Nurtured Having a loving and stimulating place to live and grow Active Having opportunities to take part in a wide range of activities Respected Being enabled to understand their world, being given a voice, being listened to, and being involved in the decisions that affect their wellbeing. Responsible Taking an active role within their home, school and community. Included Being a full member of the communities in which they live and learn; receiving help and guidance to overcome inequalities.
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Version: 7.0 Articles of the UNCRC matched against the GIRFEC indicators Summary of the UNCRC Articles from 1 – 54 (UNICEF) Table 2 - Links between Wellbeing Indicators and Articles of the UNCRC *Please note in general the use of the term Governments, includes public sector organisations such as the Council, some articles will have stronger relevance for the work of the Council than others. Wellbeing Indicator – Safe There are 12 relevant articles of the UNCRC (Rights of the Child) linked to the Safe indicator. Article 9 – Separation from parents Children must not be separated from their parents against their will unless it is in their best interests (for example, if a parent is hurting or neglecting a child). Children whose parents have separated have the right to stay in contact with both parents, unless this could cause them harm. Article 10 – Family reunification Governments must respond quickly and sympathetically if a child or their parents apply to live together in the same country. If a child’s parents live apart in different countries, the child has the right to visit and keep in contact with both of them. Article 11 - Abduction and non-return of children Governments must do everything they can to stop children being taken out of their own country illegally by their parents or other relatives or being prevented from returning home. Article 19 - Protection from violence, abuse and neglect Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them. Children and Young People have the right to be kept safe from harm. They must be given proper care by those looking after them. Article 22 - Refugee children If a child is seeking refuge or has refugee status, governments must provide them with appropriate protection and assistance to help them enjoy all the rights in the Convention. Governments must help refugee children who are separated from their parents to be reunited with them. Children and Young People have the right to special help and be allowed to live somewhere that is safe if they are a refugee.
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Version: 7.0 Article 32 - Child labour Governments must protect children from economic exploitation and work that is dangerous or might harm their health, development or education. Governments must set a minimum age for children to work and ensure that work conditions are safe and appropriate. If they are under 16 there are laws about where, when and for how long they can work. Article 33 - Drug abuse Governments must protect children from the illegal use of drugs and from being involved in the production or distribution of drugs. Article 34 - Sexual exploitation Governments must protect children from all forms of sexual abuse and exploitation. Children and Young People have the right to never be pressurised or forced into doing anything sexual. They have the right to be protected from it. Article 35 - Abduction, sale and trafficking Governments must protect children from being abducted, sold or moved illegally to a different place in or outside their country for the purpose of exploitation. People should never make them do anything against their will, like marry someone for instance. Article 36 - Other forms of exploitation Governments must protect children from all other forms of exploitation, for example the exploitation of children for political activities, by the media or for medical research. Children and Young People have the right to be protected from being taken advantage of in any way. Article 37 - Inhumane treatment and detention Children and Young People have the right to be treated with respect. If they have committed a crime children should be arrested, detained or imprisoned only as a last resort and for the shortest time possible. They must be treated with respect and care and be able to keep in contact with their family. Children must not be put in prison with adults. They should not be imprisoned unless it is absolutely necessary and they will get legal help. Article 38 - War and armed conflicts Governments must not allow children under the age of 15 to take part in war or join the armed forces. Governments must do everything they can to protect and care for children affected by war and armed conflicts. In Scotland, they have to be 16 to join the armed forces and are not normally allowed to fight until they are 18.
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Version: 7.0 Wellbeing Indicator – Healthy There are four relevant articles of the UNCRC (Rights of the Child) linked to the Healthy indicator. Article 3 – Best interests of the child The best interests of the child must be a top priority in all decisions and actions that affect children. Children and Young People have the right to have their interests considered if a decision is being made by any person about them. What is best for them is what matters. Article 6 – Life, survival and development Every child has the right to life. Governments must do all they can to ensure that children survive and develop to their full potential. Children and Young People have the right to be kept safe from harm, they have the right to be alive, survive and develop through life. Article 24 - Health and health services Every child has the right to the best possible health. Governments must provide good quality health care, clean water, nutritious food, and a clean environment and education on health and well-being so that children can stay healthy. Children and Young People have the right to be given good healthcare (if they are ill) so they can get well again. They have the right to live in a safe, healthy environment with good food and clean drinking water. Article 39 - Recovery and rehabilitation of child victims Children who have experienced neglect, abuse, exploitation, torture or who are victims of war must receive special support to help them recover their health, dignity, self-respect and social life.
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Version: 7.0 Wellbeing Indicator – Achieving There are four relevant articles of the UNCRC (Rights of the Child) linked to the Achieving indicator. Article 4 – Implementation of the Convention Governments must do all they can to make sure every child can enjoy their rights by creating systems and passing laws that promote and protect Children’s Rights. Children and Young People have the right to have their rights protected and an environment where they can grow up safe. Article 18 - Parental responsibilities and state assistance Both parents share responsibility for bringing up their child and should always consider what is best for the child. Governments must support parents by creating support services for children and giving parents the help they need to raise their children. Article 28 - Right to education Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this. In Scotland education is free and children three years old+ are entitled to a free nursery place. Some 2 year olds may be eligible for free care depending on family circumstances, such as level of income. Article 29 - Goals of education Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. It must help to prepare them for adult life.
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Version: 7.0 Wellbeing Indicator – Nurtured There are eight relevant articles of the UNCRC (Rights of the Child) linked to the Nurtured indicator. Article 4 – Implementation of the Convention Governments must do all they can to make sure every child can enjoy their rights by creating systems and passing laws that promote and protect children’s rights Children and Young People have the right to have their rights protected and an environment where they can grow up safe. Article 5 - Parental guidance and a child’s evolving capacities Every child has the right to be registered at birth, to have a name and nationality, and, as far as possible, to know and be cared for by their parents. Children and Young People have the right to their parents being responsible to guide them through their childhood and help them learn how to use their rights. Article 9 – Separation from parents Children must not be separated from their parents against their will unless it is in their best interests (for example, if a parent is hurting or neglecting a child). Children whose parents have separated have the right to stay in contact with both parents, unless this could cause them harm. Article 10 – Family reunification Governments must respond quickly and sympathetically if a child or their parents apply to live together in the same country. If a child’s parents live apart in different countries, the child has the right to visit and keep in contact with both of them. Article 18 - Parental responsibilities and state assistance Both parents share responsibility for bringing up their child and should always consider what is best for the child. Governments must support parents by creating support services for children and giving parents the help they need to raise their children. Article 20 - Children deprived of a family If a child cannot be looked after by their immediate family, the government must give them special protection and assistance. This includes making sure the child is provided with alternative care that is continuous and respects the child’s culture, language and religion. Children and Young People have the right to special care if they can’t live with their parents. They may be looked after by other members of their family or by a different family.
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Version: 7.0 Article 21 - Adoption Governments must oversee the process of adoption to make sure it is safe, lawful and that it prioritises children’s best interests. Children should only be adopted outside of their country if they cannot be placed with a family in their own country. Article 25 - Review of treatment in care If a child has been placed away from home for the purpose of care or protection (for example, with a foster family, in hospital, a care home or somewhere else away from home), they have the right to a regular review of their treatment, the way they are cared for and their wider circumstances to help make sure they are still getting what’s best for them. Article 27 - Adequate standard of living Every child has the right to a standard of living that is good enough to meet their physical and social needs and support their development. Governments must help families who cannot afford to provide this. Children and Young People have the right to a safe place to live, food, clothing and to take part in things they enjoy.
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Version: 7.0 Wellbeing Indicator – Active There are eight relevant articles of the UNCRC (Rights of the Child) linked to the Nurtured indicator. Article 3 - Best interests of the child The best interests of the child must be a top priority in all decisions and actions that affect children. Children and Young People have the right to have their interests considered if a decision is being made by any person about them. What is best for them is what matters. Article 23 - Children with disabilities A child with a disability has the right to live a full and decent life with dignity and, as far as possible, independence and to play an active part in the community. Governments must do all they can to support children with a disability and their families. Children and Young People have the right to have special help to make sure they can join in with things if they have any form of disability. Article 31 - Leisure, play and culture Children and Young People have the right to rest, play and have the chance to join a wide range of artistic and cultural activities. It is really important to they have a balance in their life.
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Version: 7.0 Wellbeing Indicator – Respected There are 12 relevant articles of the UNCRC (Rights of the Child) linked to the Nurtured indicator. Article 2 - Non-discrimination The convention that applies to everyone under the age of 18, regardless of circumstances. Article 3 - Best interests of the child The best interests of the child must be a top priority in all decisions and actions that affect children. Children and Young People have the right to have their interests considered if a decision is being made by any person about them. What is best for them is what matters. Article 4 – Implementation of the Convention Governments must do all they can to make sure every child can enjoy their rights by creating systems and passing laws that promote and protect children’s rights. Children and Young People have the right to have their rights protected and an environment where they can grow up safe. Article 5 - Parental guidance and a child’s evolving capacities Every child has the right to be registered at birth, to have a name and nationality, and, as far as possible, to know and be cared for by their parents. Children and Young People have the right to their parents being responsible to guide them through their childhood and help them learn how to use their rights. Article 8 - Protection and preservation of identity Every child has the right to an identity. Governments must respect and protect that right, and prevent the child’s name, nationality or family relationships from being changed unlawfully. Children and Young People have the right to know who they are – official records should be kept. If they are over 16 years old and adopted, they can try to find out who their birth parents are. Article 12 - Respect for the views of the child Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life. Children and Young People have the right to speak up and have their opinions listened to and be taken seriously by adults on things that affect them.
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Version: 7.0 Article 13 - Freedom of expression Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law. Children and Young People have the right to say whatever they believe as long as it does not harm or offend other people. They also have the responsibility to respect the rights and freedom of others. Article 14 - Freedom of thought, belief and religion Every child has the right to think and believe what they choose and also to practise their religion, as long as they are not stopping other people from enjoying their rights. Governments must respect the rights and responsibilities of parents to guide their child as they grow up. Children and Young People have the right to choose their own religion and beliefs. Their parents should help them think about this. Article 16 - Right to privacy Every child has the right to privacy. The law should protect the child’s private, family and home life, including protecting children from unlawful attacks that harm their reputation. They shouldn’t have their personal letters opened or anyone listening in to their personal phone calls. Article 17 - Access to information; mass media Every child has the right to reliable information from a variety of sources, and Governments should encourage the media to provide information that children can understand. Governments must help protect children from materials that could harm them. Children and Young People have the right to access information which is important to their wellbeing. Adults should help them find information they are looking for and make sure it’s not harmful. Article 18 - Parental responsibilities and state assistance Both parents share responsibility for bringing up their child and should always consider what is best for the child. Governments must support parents by creating support services for children and giving parents the help they need to raise their children. Article 30 - The right to learn and use the language, customs and religion of their family Every child has the right to learn and use the language, customs and religion of their family, whether or not these are shared by the majority of the people in the country where they live.
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Version: 7.0 Wellbeing Indicator – Responsible There are five relevant articles of the UNCRC (Rights of the Child) linked to the Responsible indicator. Article 3 - Best interests of the child The best interests of the child must be a top priority in all decisions and actions that affect children. Children and Young People have the right to have their interests considered if a decision is being made by any person about them. What is best for them is what matters. Article 12 - Respect for the views of the child Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life. Children and Young People have the right to speak up and have their opinions listened to and be taken seriously by adults on things that affect them. Article 14 - Freedom of thought, conscience and religion Every child has the right to think and believe what they choose and also to practise their religion, as long as they are not stopping other people from enjoying their rights. Governments must respect the rights and responsibilities of parents to guide their child as they grow up. Children and Young People have the right to choose their own religion and beliefs. Their parents should help them think about this. Article 15 - Freedom of association Every child has the right to meet with other children and to join groups and organisations, as long as this does not stop other people from enjoying their rights. Article 40 - Juvenile justice A child accused or guilty of breaking the law must be treated with dignity and respect. They have the right to legal assistance and a fair trial that takes account of their age. Governments must set a minimum age for children to be tried in a criminal court and manage a justice system that enables children who have been in conflict with the law to reintegrate into society. Children and Young People have the right to be given legal assistance if they have committed a crime. The Convention also states that they should only be sent to prison if they have committed a serious crime.
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Version: 7.0 Wellbeing Indicator – Included There are five relevant articles of the UNCRC (Rights of the Child) linked to the Included indicator. Article 3 - Best interests of the child The best interests of the child must be a top priority in all decisions and actions that affect children. Children and Young People have the right to have their interests considered if a decision is being made by any person about them. What is best for them is what matters. Article 6 - Life, survival and development Every child has the right to life. Governments must do all they can to ensure that children survive and develop to their full potential. Children and Young People have the right to be kept safe from harm, they have the right to be alive, survive and develop through life. Article 18 - Parental responsibilities and state assistance Both parents share responsibility for bringing up their child and should always consider what is best for the child. Governments must support parents by creating support services for children and giving parents the help they need to raise their children. Article 23 - Children with disabilities A child with a disability has the right to live a full and decent life with dignity and, as far as possible, independence and to play an active part in the community. Governments must do all they can to support children with a disability and their families. Children and Young People have the right to have special help to make sure they can join in with things if they have any form of disability. Article 26 - Social security Every child has the right to benefit from social security. Governments must provide social security, including financial support and other benefits, to families in need of assistance. Article 27 - Adequate standard of living Every child has the right to a standard of living that is good enough to meet their physical and social needs and support their development. Governments must help families who cannot afford to provide this. Children and Young People have the right to a safe place to live, food, clothing and to take part in things they enjoy.