The type of climate in which teaching and learning for children's rights takes place is an essential part of the learning process. The teacher's role is to create the environments and the situations, on a daily basis, where children can put into practice the rights and responsibilities they are learning.

Children may learn about rights through methods in which the adult imparts information. But learning for rights involves creating a group atmosphere in which each individual is valued and respected, where bias and discrimination have no place, where democratic participation and decision-making take place and where responsible expression of opinions is the norm. It involves adapting the most appropriate activity suggestions to students' needs, learning styles and abilities. In short, learning will be most effective where young people not only grasp the cognitive concepts, but also practice the skills and experience the attitudes relevant to children's rights.

Some rights issues are highly sensitive and personal. Teachers can help students listen to each other, care for one another and understand the common experiences and feelings they share - in a comfortable atmosphere. Both teachers and students may take risks, and teachers cannot resolve children's personal situations. But we can provide children a safe place for experimenting with new ideas and challenging themselves to learn and develop. In any group, there may be young people who have experienced or are experiencing poverty, abuse, neglect, separation from one or both parents, or discrimination. Their need for privacy must be respected. On the other hand, adults would do well to inform themselves in advance about the appropriate supports and policies.