Exploring Perspectives: Implementation of the UNCRC in Primary Education in Saudi Arabia from the Viewpoints of Principals, Teachers, and Students

The study investigated the implementation of the UNCRC in primary education in Saudi Arabia through the perspectives of principals, teachers, and students, with the aim of informing policies and practices that better upheld children's rights and promoted holistic development. Employing a mixed-methods approach, including interviews, questionnaires, and focus groups, the research examined the implementation of the UNCRC in Saudi Arabian primary education. Principals, primary school teachers (both male and female), and children aged nine to 11 in Riyadh participated in the study, offering diverse perspectives on children's rights within the educational context. Through qualitative interviews, quantitative questionnaires, and participatory focus groups, the research comprehensively explored the challenges and opportunities associated with upholding children's rights in Saudi Arabian primary education. The results of the research revealed that teachers generally agreed on certain UNCRC principles, such as free primary education, prohibition of physical or emotional punishment, and respect for children regardless of background. However, uncertainties existed regarding the dissemination of the UNCRC in schools, cooperation between children's rights organizations and schools, and the active implementation of children's rights within educational settings. Children reported instances of teacher cruelty, harsh disciplinary actions, fear of retaliation for reporting violations, and discrimination based on various factors. Furthermore, inadequate facilities and safety concerns persisted, reflecting challenges in implementing UNCRC principles effectively. The research recommended exploring the professional development needs of Saudi educators to enhance their understanding and implementation of UNCRC-related principles.