The purpose of this study is to investigate the effects of the application of the eclectic communicational intervention programme (Veiga, 1999) by teachers, in students' perceptions about their rights in school. After receiving some training in the eclectic communicational programme, a group of teachers participated in this study, which involved students from the 7th grade (Portuguese Educational System). The scale used as an evaluation instrument was the Children's Rights Scale (CRS), Hart et al. (1996), after being previously adapted (Veiga, 1999). In its final version, the scale shows six dimensions or factors with good coefficients of internal consistency (alpha indexes) for different groups. The scale was used before and after conducting the experience (intervention). The experimental group experienced the eclectic communicational intervention programme, while the control group continued to experience the "teacher-student" relationship type, which had been applied so far. The intervention lasted approximately 14 school weeks. The results show the existence of statistically significant differences in the experimental group, between the pre- test and post-test situation, which did not occur in the control group. Among the several analyses made, the differences between the control group and the experimental group went from being non-significant, during the pre-test situation, to being statistically significant and favourable to the experimental group, during the post-test situation. The study made underlines benefits to students, increasing their rights within the dimension of the socio- emotional relationship and recognition-esteem. It is probable that a more lasting intervention would produce more significant effects in other dimensions. Key-words: Children's rights; students' rights; adolescence; school; communication.