The active implementation of human rights at school seems to foster an inclusive environment based on democratic values (e.g., Bajaj et al., 2016. Stavrou et al., 2023). Studies show that the educational value of human rights is gradually recognized by both students and teachers shifting from traditional to more participatory and cooperative teaching methods. Although human rights education has different forms, there is currently a general research interest on its transformative nature (Bajaj, 2017. Tibbitts, 2017). Transformative human rights education describes learning about, through and for human rights. However, the evidence demonstrating its effectiveness at school is scarce (Bajaj, 2017). For example, little is known about its effect on children’s adjustment at school, which reflects their interpersonal relationships, school perceptions, school attitudes, and feelings at school (Vassilopoulos et al., 2018). Thus, the aim of the present study was the evaluation of a 12-session, short-term, school-based transformative human rights education program on children’s knowledge of human rights and their school adjustment. Specifically, it investigated whether the children’s perceptions of human rights, empathy, school liking, school avoidance and loneliness would change after the implementation of the program. Sample selection was based on the availability of the teachers who contributed as group facilitators. Research participants were 340 Greek primary school students, who were allocated in the intervention group (n = 187) and the control group (n = 153). Intervention group members participated in 12 weekly human rights education sessions with activities from the Compasito manual on human rights (Flowers et al., 2007). Control group members followed the official school curriculum and did not participate in any human rights education program. Research data were collected through a written questionnaire, measuring knowledge of human rights, interpersonal relationships with their teacher and peers, empathy, and perceptions, attitudes, and feelings towards school. The questionnaire was administered to all participants one week prior and one week after the termination of the program. A follow-up measurement was conducted four months later. Results were encouraging in the intervention group, showing an increase in the members’ knowledge of rights, emotional support from their teacher and peers, and school liking, as well as a decrease in school avoidance, and loneliness. On the other hand, control group members did not report any improvement over time. Human rights education seems beneficial to children and schools, enhancing adjustment through strong human bonds and engaging school environments. Benefits and further human rights education possibilities are discussed.

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