Making Peace Central to Education: A Child-Rights Perspective
In this blogpost, Aitana Jáñez Pedrayes reports on initiatives to promote a child-rights perspective on the role of education in fostering peaceful societies, with a focus on the 2025 report (A/HRC/59/33), prepared by the Office of the High Commissioner for Human Rights (OHCHR), and the child-friendly version of that report, “The Peace Train”, of which Aitana was the author.
The Transformative Role of Education in Fostering Peaceful Societies
When we talk about quality education, the conversation too often ends with literacy and numeracy. But education is so much more than test scores or academic milestones. At its best, it has the power to transform entire societies. Education can equip children with the skills and values to resolve conflict peacefully, to stand up against hate speech and misinformation, and to build communities based on justice, empathy, and resilience.
Education is also an enabling right. It is the doorway through which children and adults alike can realize all other human rights, participate fully in community life, and shape a present and a future grounded in dignity and wellbeing. Without it, peacebuilding efforts cannot be truly sustainable or inclusive. With it, lasting peace becomes possible.
This vision is not just aspirational. In resolution 54/5, the Human Rights Council called on the Office of the High Commissioner for Human Rights (OHCHR) to prepare a report on accessible, inclusive, equitable and quality education for peace and tolerance for every child, with special attention to those in the most vulnerable situations, particularly children affected by armed conflict and those associated, or allegedly associated, with armed forces and non-State armed groups.
The resulting 2025 report (A/HRC/59/33) on quality education for peace and tolerance for every child offered actionable recommendations for urgent and sustained action to transform education systems into spaces where every child — especially those most at risk of being left behind — can grow as an agent of peace and inclusion. It was shaped not only by expert input and a dedicated Panel Discussion, but also by children themselves, who were recognized as experts in their own lives.
At the heart of the report is a truth set out in international human rights law: every child has the right to an education that nurtures peace, dignity, tolerance, and mutual respect. These are not luxuries to be added once the basics are covered. They are the very foundation of education as a human right, and a core obligation of states.
From Passive Recipients to Rights-Holders: Child-Friendly Engagement
Since 2022, the Human Rights Council has taken important steps towards addressing children directly by formally mandating that some reports be made available in child-friendly formats. This marks a shift from speaking only to adults to also recognizing children as an audience — and as rights-holders — in their own right.
I had the privilege of developing the child-friendly version of the 2025 report on, titled “The Peace Train”, available in English, Spanish and French. At first glance, it may seem like a simple translation of complex UN language. In reality, it is much more — it is a bridge to agency. By engaging with clear, accessible, and inclusive materials, children can understand their right to a quality education that fosters peace and tolerance, and see themselves as active contributors to peaceful, inclusive societies.
This booklet is not a “nice to have.” It is a “need to have.”
The Convention on the Rights of the Child guarantees every child the right to access information, to express their views on matters that affect them, and to be taken seriously. Without age-appropriate resources, meaningful participation is impossible. When children recognize themselves as rights-holders, they gain the confidence to speak up, demand change, and act as peacebuilders in their communities.
In 2024, OHCHR and Arigatou International organized consultations across four regions, specifically designed for and with children. Children from Bosnia & Herzegovina, Ecuador, Indonesia, Kenya, Nigeria, Norway, Romania, and Tanzania participated in this dialogue. Their visions were clear: children want to learn not just facts, but values and skills that allow them to navigate differences, resolve conflicts, and contribute meaningfully to their communities. As one child put it, “Education should help us form our way of thinking, not tell us what to think”. Children already know what education for peace looks like. Our task as adults is to listen — and to act.
But empowering children requires empowering adults too. Teachers, parents, and community members need training in peace and tolerance education to create environments where children can thrive. A culture of peace is not built in classrooms alone; it extends to homes, communities, and societies at large.
What does Quality Education for Peace Look Like?
Education for peace cannot be an occasional add-on. It must be woven across curricula, school life, and pedagogy. While essential in conflict zones — supporting recovery, reintegration, and the prevention of further violence — its importance extends to every society, where discrimination, hate speech, and exclusion persist. Teaching children to acknowledge differences, engage respectfully with others, and navigate complex realities is as fundamental as learning to read or count, making education for peace a universal necessity rather than a response only to conflict.
Education systems must not merely reflect societies but actively shape them: addressing inequalities, building social cohesion, and fostering resilience.
We listened to the children’s voices and considered them for the development of both reports. A truly transformative approach to education for peace happens everywhere – both inside and outside the classroom – and includes:
- Culturally rooted curricula that connect with children’s daily realities, languages, and lived experiences, helping them feel represented while nurturing empathy and respect for diversity.
- Safe and inclusive classrooms that promote a sense of belonging, ensuring every child feels protected, listened to, and valued.
- Respectful and participatory pedagogies fostering creativity and empathy.
- Spaces for exploration and problem-solving supporting critical thinking and the ability to make informed decisions.
- Digital literacy development equipping children to navigate complex information responsibly.
- Promotion of gender equality, empathy, and plural narratives building inclusive communities and the foundations of positive, sustainable peace.
- Bringing people from diverse cultures and religions together, fostering mutual respect and understanding.
Far from being passive recipients of education, children see themselves as active rights-holders and agents of change. It turns learning into practice, preparing not just literate and numerate citizens, but cultivating the attitudes, values, and skills needed for a generation ready to build a more just, inclusive, and peaceful world.
A Core Commitment
Quality education for peace empowers children to understand their realities, question injustice, embrace diversity, and act with dignity. Children are not just future citizens, they are peacebuilders today, capable of positively contributing to their communities when given space, tools, and guidance.
The principle is simple: nothing for children without children. The development of The Peace Train, the child-friendly version of the Education for Peace report, is not a matter of kindness — it is a matter of rights. Education for peace is not a niche subject or a side project; it is a transversal commitment rooted in human rights. Children’s participation is essential, and their perspectives must shape learning environments and curricula. Crucially, when children recognize that accessing this kind of transformative education is their right, they gain the agency to demand that their voices be heard and their learning directed toward peace and inclusiveness. Child-friendly materials not only foster understanding but also build the confidence and capacity for meaningful participation.
In a world facing unprecedented levels of conflict, militarization, and displacement, education for peace is both a fundamental right and a critical tool for preventing violence, promoting human dignity, and building inclusive, resilient societies where every child can contribute to a culture of lasting peace.
Further Reading:
- Child-friendly version of the report, also in Spanish and French.
- Outcomes of the consultations with children in partnership with Arigatou International
The Author:
Aitana Jáñez Pedrayes is a young professional at the United Nations Office of the High Commissioner for Human Rights, where she works in the Child and Youth Rights Unit to advance the meaningful and inclusive participation of children and young people. She holds a Bachelor’s degree in International Relations from the University of Deusto and a Master’s degree in Culture of Peace, Conflicts, Education, and Human Rights from the University of Granada.
Originally from the Basque Country, Aitana is actively engaged in peacebuilding initiatives at both local and global levels. Guided by her commitment to peace education and youth empowerment, she strives to bridge grassroots experiences with international efforts to promote more just, peaceful, and sustainable societies.