Forces Children's Rights Charter - Forces Children Scotland

“Our message is clear: hear us, involve us, and support us. This charter isn’t just about making life better for Forces kids today. It’s about ensuring that those who come after us have their rights respected too. Let’s turn these promises into actions that make a real difference.”

— Cadence, Rights Charter forum member

Babies, children and young people from Armed Forces families live extraordinary lives. Their experiences help them develop courage, adaptability and energy.

But strength is not the same as not needing support. All children thrive when the adults and systems around them listen, care and act on what they are told, and Forces children are no different.

That’s why, led by children and young people from Forces families themselves, the Forces Children’s Rights Charter was created: outlining what needs to change so every Forces child is seen, heard and supported.

Use the arrows below to explore the ten provisions of the charter.

Adults do what is best for me and protect my rights (Articles 3 and 42)

My parents include me when they are making big decisions that affect me.

My parents and other adults know about my rights and how Forces life affects them.

The MOD has a process to identify how their decisions affect children.

I understand what decisions have been made, why and how I was considered.

Everyone understands how Forces life affects me and my rights (Articles 42, 12 and 13)

The MOD show how their decisions and policies impact me and my rights.

We have the opportunity to tell people about our lives and our rights.

It is easy to get help if my rights are affected. I know who to complain to.

Everyone understands all the ways Forces life can affect me. They understand that it is different for me depending on which branch of the services my parent serves in, their role or they are a veteran.

I am proud of being a Forces child, and that identity should be protected (Articles 8 and 15)

I have every opportunity to celebrate and express my Forces identity.

It is important that my strengths and challenges are recognised. As a Forces child, I am good at adapting, solving problems and finding resources. This should be supported.

I have the right to spend time with other Forces children.

I am not disadvantaged because my parent is serving, a reservist or a veteran.

My education helps me to be my best self, now and in the future (Articles 28 and 29)

My education needs to be about more than my academic achievements. If I move or my parents become veterans, my education should be disrupted as little as possible. I get a well-planned move, so I don’t miss anything that is important to me. The timing should be best for me. This is easy to negotiate. I know as much as I can about my new school before I move.

My information comes with me to my new school. It is straight away, and I am part of collecting it.

I get extra help if I need it, to be my best or catch up. I should not have to explain what I need every time I move. Support should be easy to access.

Schools should be assessed on how well they meet Forces children’s needs, regardless of where I am and how many Forces children there are in my school.

I can do my interests and hobbies, with the people who matter to me (Articles 31, 15 and 27)

I am supported to stay in touch with my friends and family and to make new friends.

Rest and relaxation are important when my serving parent is away, and I am supported to get them.

My home has enough space for me to play and have friends visit.

I have easy access to my hobbies and interests when I move. If there are waiting lists, I am not disadvantaged because of my parent’s service.

I have information about activities and clubs where I live. This is created by children for children, so it is easy to understand.

If I am a young carer, I am supported to get a break.

I am as healthy as I can be (Article 24)

I can easily access support for my emotional and mental wellbeing, when and where I want it, especially during moves and deployments.

The adults who help me, understand about Forces life and the way it can impact on my wellbeing. They don’t make assumptions about Forces life and its impact.

My health care and records move with me. It is easy and quick to get a new GP, dentist or other treatment. I am not disadvantaged because of my parent’s service.

I have the best family life I can (Articles 9 and 18)

My family and I get the right support at the right time.

When my parent is away, I am supported to keep in touch as much as possible, in the best way possible. I can choose what works best for me. “I miss handwritten blueys!”

I have help to maintain my relationship when direct contact is not possible.

I get support when my parent is going, returning or if they are delayed. My parents are supported to meet my needs and minimise the impact of separation.

My serving parent is supported to return as often as they can, and they are away for as short as possible to lessen the separation.

Recognise if I am a young carer and give me the support I need.

Support is not connected to the base or posting. It is easy to access by everyone, including those who live off base or have become veterans. It recognises the impact of service, even after service ends.

If both my parents are serving, everything should be done to make my family life as stable as possible. The MOD need to consider what it means for both my parents and me.

My family’s privacy is protected as much as possible.

My parents have access to the childcare, so their career isn’t affected. Childcare also meets my needs.

I have a voice, and it is taken seriously (Articles 12 and 13)

I have the right to be part of the decisions that affect me, in an age-appropriate way.

I have a say in how my family, and I are supported.
I can ask questions; I get the answers I need or understand why I can’t.

Together we have the opportunity to talk about our experiences of Forces life and what would help everyone collectively.

Adults create spaces and opportunities for Forces children to speak freely and safely state our opinions on the things that affect us.

I am safe where I live and play (Article 27)

My house is a place where I can thrive. It feels like a home, decorated the way I like. There is enough space for everyone, including space to play.

My house is ready to live in when we arrive and then checked regularly, not just when we move out. Repairs are done quickly and thoroughly.

Houses are accessible for everyone. They are energy efficient, modern and mould-free.

Adults think about the information I need and how and when I need it (Articles 12, 13 and 17)

I need information in a way that makes sense to me, so I can be involved in the decisions that affect me.

I can ask the MOD for information directly and this is easy to do. It works for all ages, languages and communication styles. I know who to ask and feel confident about asking.

I get as much notice as possible about changes to my parent’s service that affect me.

If I can’t know the information, tell me that and explain why.

My right to information is carefully balanced with my right to be protected from harmful information. The information I am given about my parent’s service is appropriate to my age and stage.

“The process of making the charter included a lot of children and young people’s thoughts and feelings. It allowed us to have our say on the importance of children’s rights, whilst also educating us in the process.”

— Erin, Rights Charter forum member

Forces kids deserve fairness, recognition, and support.

No matter where you work — in schools, health services, the military, policy, or the third sector — you have a role to play. Become a Rights Charter Defender and commit to upholding the rights of children from Armed Forces families.

Open to: Educators, Social workers, Healthcare professionals, Policymakers, Military personnel, Researchers, Anyone that cares

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“This is more than a document; it’s a representation of our ideas, stories, and vision for the future.” — Cadence

Resources for educators and practitioners

Here is a practical bank of resources to help introduce the Charter. Each resource gives children and young people opportunities to explore how being part of a Forces family can affect their rights and wellbeing, and to investigate the key points in the Charter.

Materials are adaptable by age and stage but are primarily aimed at primary and lower-secondary learners. Activities include a short lesson descriptor, clear instructions, question prompts and extension/differentiation ideas.

Charter Posters

You’ll also find posters showcasing the Forces Children’s Rights Charter, for both primary and secondary school audiences.

If you would like to order a free poster for your setting, just let us know!

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Primary School Poster

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Secondary School Poster

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What is the UNCRC?

The UNCRC stands for the United Nations Convention on the Rights of the Child. This important, legally binding treaty protects children’s rights in almost 200 countries, including the UK.

The Convention is made up of 54 articles, reflecting children’s universal experiences and needs. In drafting our Charter, we considered how these articles are essential for ensuring the wellbeing of children and young people from Forces families.

Here’s a resource that can teach you about what’s included in the UNCRC.

Learn more

Rights Report: It’s not just their job, it’s our whole lives

In 2024, Scotland incorporated the UNCRC into Scots Law. This development inspired us to start speaking more about children’s rights and co-produce a report on what’s needed to protect the rights of children and young people from Armed Forces families.

Read the report

The most important part of this work, both the Rights Report and the Forces Children’s Rights Charter, is how it reflects the voices and experiences of the children and young people.