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In-Sight Publishing Dec 16

Call for Promoting Humanistic Education

Dr. Nasser Yousefi

Educator, The Peace School

Toronto, Ontario, Canada

Correspondence: Dr. Nasser Yousefi (Email: [email protected])

Received: September 24, 2025
Accepted: December 15, 2025
Published: December 15, 2025

Abstract

This statement issues an urgent call from The Peace School’s Board of Directors and international Board of Advisors for a worldwide shift toward humanistic, democratic, peace-oriented, and rights-based education. While many educational initiatives endorse one of these ideals, the central argument here is that democracy, peacebuilding, and humanism must be intentionally integrated: democratic structures do not automatically produce peace, and peace-centred programs are not always democratic. Grounded in humanistic psychology and child-rights principles, the statement frames students as present-day rights-holders—seen, heard, and meaningfully involved in shaping their learning alongside educators, families, and communities. It proposes the formation of a Global Network of Humanistic School Advocates to coordinate collaboration among policymakers, educators, academics, and school leaders. The goal is practical and ethical: build learning environments that advance empathy, critical thinking, equity, nonviolence, sustainability, and respect for international human rights commitments, while reducing harmful competitive pressures that can narrow education into mere performance.

Keywords

Child Rights, Critical Thinking, Democratic Education, Education for Peace, Educational Equity, Global Network, Human Dignity, Humanistic Education, Inclusive Education, Nonviolence, Participation Rights, Peacebuilding, Rights-Based Education, Sustainability

Introduction

Education systems everywhere are being asked to do the impossible: raise academic achievement, protect mental health, strengthen social cohesion, and prepare young people for a world of accelerating conflict, misinformation, and ecological strain—while still somehow leaving room for joy, curiosity, and meaning. In that pressure cooker, “better schooling” is often reduced to metrics, compliance, and competition. Yet children are not spreadsheets with backpacks. They are people—rights-holders now, not merely future citizens in storage.

This statement from The Peace School’s Board of Directors and its international Board of Advisors advances a clear proposition: a credible education fit for the twenty-first century must be humanistic, democratic, peace-oriented, and rights-based—and these pillars must be pursued together. Democracy without peacebuilding can normalize adversarial cultures and social exclusion; peace programming without democratic participation can become top-down moral instruction; humanistic ideals without enforceable rights can remain aspirational rhetoric. The Peace School therefore frames its work as an open, collaborative educational philosophy rather than a proprietary model, inviting institutions worldwide to join a shared effort through a Global Network of Humanistic School Advocates.

Within this approach, humanistic education is not sentimentalism; it is a structured commitment to dignity, inclusion, and whole-person development across intellectual, social, cultural, and emotional life. Students are encouraged to cultivate empathy and critical inquiry, to speak and be heard, to participate in shaping learning content and community norms, and to pursue solutions to real problems with an ethic of nonviolence and human rights. Families and local communities are treated as partners rather than spectators. The overarching aim is straightforward and demanding: build educational environments that nurture minds and hearts while aligning everyday school practice with the universal principles articulated in child-rights and democratic-culture frameworks.

Main Text (Article)

Title: Call for Promoting Humanistic Education
Author: Dr. Nasser Yousefi

Dr. Nasser Yousefi is a psychologist and education specialist. He has been working with children for over three decades and for the past twenty years has been managing a humanistic school.

The Peace School’s Board of Advisors and Board of Directors are issuing an urgent call to promote humanistic, democratic, peace-oriented, and rights-based education worldwide.

We invite policymakers, educators, academics, and school leaders to join this important movement and become part of the Global Network of Humanistic School Advocates, a collaborative effort to advance inclusive and values-based education for all children.

Together, we can amplify this message, inspire change, and create a global community committed to education that nurtures both minds and hearts. We encourage all supporters to share this call within their communities and professional networks.

—

We, as a group of experts in the field of child education and advisors at The Peace School, invite all educational institutions to join us in promoting democracy, peacebuilding, and humanism. The Peace School in Canada warmly invites all educational centers, professionals, organizations, and individuals who are passionate about fostering a culture of peace to engage in meaningful collaboration.

Though we are an independent school based in Ontario, Canada, we do not define ourselves by the walls of a building or the limited number of students in a remote corner of the world. The Peace School has officially introduced itself as a school rooted in humanistic psychology and an alternative, human-centred approach to education and committed to providing equitable and inclusive learning opportunities for all students, without discrimination.

Humanistic education is a pedagogical approach founded on respect for human dignity and the diverse individual, social, cultural, and group differences of all learners. It emphasizes the holistic development of each student within their closer and wider communities, while fostering empathy, freedom, and a sense of meaning in the learning journey. This approach views the child not merely as a recipient of knowledge but as a full and active human being. A child who needs to be seen, heard, and given space to thrive. In a humanistic system, students have the right to choose and participate in planning and shaping the content of their learning alongside educators, families, and their local communities.

We are a democratic, peace-oriented, rights-based and humanistic school.

Yet we believe that being democratic alone does not guarantee peace, and peace-centred systems are not always inherently democratic. That’s why we emphasize the importance of uniting three guiding principles: democracy, peacebuilding, and humanism. Together, they can lead us to a better world.

The Peace School’s Board of Directors and its international Board of Advisors (comprised of some of the most respected experts in the field) believe that our vision and programs should not be confined to our school alone, but need to actively engage and collaborate with like-minded institutions and organizations.

Our educational philosophy is open to all schools and learning institutions.

We do not see our work as being in competition with any educational organization. Rather, we genuinely invite all institutions, professionals, and educational leaders worldwide to join us in promoting schools that are peaceful, humanistic, and democratic.

What Can Humanistic Schools Offer?

We want to prepare the world to be a better place for everyone.

We empower students to practice empathy, compassion, cooperation, and love for humanity. We go beyond memorization, helping students engage with learning that is shaped by life. We respect individual needs while prioritizing collective well-being.

We empower students to ask questions, think critically, create boldly, and seek just solutions to real-life challenges.

We practice equity and fairness with all students, in both content and relationships. We free students from the stress of competition, comparison, grading, and the obsession with individual success at any cost.

We give students the chance to speak, express opinions, pursue dreams, and take part in shaping their own educational journey.

We invite families to be active participants in shaping content, organizing curriculum, and co building progressive education.

We prepare learners to lead lives based on nonviolence, sustainability, and respect for all international human rights and peace treaties.

We believe this vision can lead us to a future where policymakers and global leaders put human dignity and collective well-being at the heart of every plan and policy.

We deeply believe in the transformative power of education to build a peaceful future. And to reach that future, we must begin today, together.

Join Us

We invite you to be a part of this movement.

[email protected]

www.thepeaceschool.com

Share your skills, your expertise, your passion.

Together, we can build the schools and the future, the future the world truly needs.

Names of Experts, Alphabetically Arranged:

Clements, Je’anna, Author and expert on peace and democracy education. South Africa Dowling, Georga, Professional in Early Childhood Education. Ireland

Dunn, Theresa, Peace Professional & Community. Canada

Dr. Firth, Rhiannon, Professor of Sociology of Education , England

Fisher, Hannah, an international film programmer. Canada

Fransham, Richard, Lead Education Specialist and Director of Uniting for Children and Youth. Canada

Groiss, Gabriel, Lead Specialist in Democratic Education. Germany

Graner, Henning, Lead Specialist in Democratic Education. Germany

Heidari, Vida, Children’s art specialist. Canada

Ibrahim, Iman, Author, Expert in Life Coaching, Leadership and Conflict Resolution, Canada

Jacobsen, Scott Douglas, Author, editor‑in‑chief and publisher. Canada

Jelenic, Shalie, practitioner of yoga philosophy. Canada

Dr. Mansouri, Arash, entrepreneur and technology leader. Canada

Dr. Moreno-Romero, Charlie, Lead Specialist in Democratic Education, Estonia

Dr. Müller, Frank J., Professor of Inclusive Education. Germany

Parcher, Simon, President, Humanist Perspectives Magazine. Canada

Dr. Robertson, Lloyd Hawkeye, Lead Professor of Counselling Psychology. Canada Uesugi, Yuko, Global and Bilingual Education Expert. Japan

Yousefi, Baran, Health Policy and Management Specialist. Canada

Dr. Yousefi, Nasser, Specialist in Humanistic education. Canada

Note: This statement draws upon the theoretical perspectives of prominent psychologists and humanistic education scholars, including Carol Rogers, Abraham Maslow, Paulo Freire, and Loris Malaguzzi.

Discussion

This statement presents humanistic education as a practical response to current educational and social pressures: polarization, violence, inequity, and systems that reward competition over community. Its central contribution is the insistence that democracy, peacebuilding, and humanism should be treated as an integrated framework rather than separate agendas. Participation without dignity can become coercive; peace without rights can become silence; humanism without civic structure can remain personal rather than institutional.

The Peace School’s proposed global network functions as an organizing mechanism for shared standards, mutual learning, and coordinated advocacy. By emphasizing student voice, family participation, nonviolence, inclusion without discrimination, and whole-child development, the call reframes schooling as a human rights project with measurable ethical obligations. The list of international advisors also signals an intent to build legitimacy through expertise and cross-cultural engagement, while maintaining a non-competitive, collaborative posture toward other educational institutions.

Methods

This is an authored public-policy commentary grounded in publicly available reporting and institutional indicators. It underwent light editorial review for clarity, grammar, and house style, with targeted verification of major institutional claims where source documents were identifiable.

Data Availability

No datasets were generated or analyzed for this article. Claims and contextual indicators are drawn from publicly available institutional publications and reporting.

References

United Nations. (1989). Convention on the Rights of the Child. Treaty Series, 1577, 3.

UNESCO, Futures of Education Report – Reimagining our futures together: A new social contract for education, 2021

Council of Europe, Reference Framework of Competences for Democratic Culture, 2016

UN Office of the High Commissioner for Human Rights Report on the right to education – Securing the right to education: advances

Journal & Article Details

Publisher: In-Sight Publishing
Web Domain: http://www.in-sightpublishing.com
Location: Fort Langley, Township of Langley, British Columbia, Canada
Journal: In-Sight: Interviews
Review Status: Non-Peer-Reviewed
Access: Electronic/Digital & Open Access
Fees: None (Free)
Volume Numbering: 13
Issue Numbering: 4
Section: B
Theme Type: Discipline
Theme Premise: Human Rights/Social Policy
Individual Publication Date: December 15, 2025
Issue Publication Date: January 1, 2026
Author(s): Dr. Nasser Yousefi
Word Count: 972
Image Credits: Nasser Yousefi
ISSN: 2369-6885

Acknowledgements

None stated.

Author Contributions

Dr. Nasser Yousefi wrote the article as sole author. Light editorial review and formatting were applied for house style.

Competing Interests

The author declares no competing interests.

License & Copyright

In-Sight Publishing by Scott Douglas Jacobsen is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
© Scott Douglas Jacobsen and In-Sight Publishing 2012–Present.

Unauthorized use or duplication of material without express permission from Scott Douglas Jacobsen is strictly prohibited. Excerpts and links must use full credit to Scott Douglas Jacobsen and In-Sight Publishing with direction to the original content.

Supplementary Information

Below are various citation formats for Call for Promoting Humanistic Education (Dr. Nasser Yousefi, December 15, 2025).

American Medical Association (AMA 11th Edition)

Yousefi N. Call for Promoting Humanistic Education. December 15, 2025;13(4). http://www.in-sightpublishing.com/call-for-promoting-humanistic-education

American Psychological Association (APA 7th Edition)

Yousefi, N. (2025, December 15). Call for promoting humanistic education. In-Sight: Interviews, 13(4). In-Sight Publishing. http://www.in-sightpublishing.com/call-for-promoting-humanistic-education

Brazilian National Standards (ABNT)

YOUSEFI, N. Call for Promoting Humanistic Education. In-Sight: Interviews, Fort Langley, v. 13, n. 4, 15 dez. 2025. Disponível em: http://www.in-sightpublishing.com/call-for-promoting-humanistic-education

Chicago/Turabian, Author-Date (17th Edition)

Yousefi, Nasser. 2025. “Call for Promoting Humanistic Education.” In-Sight: Interviews 13 (4). http://www.in-sightpublishing.com/call-for-promoting-humanistic-education.

Chicago/Turabian, Notes & Bibliography (17th Edition)

Yousefi, Nasser. “Call for Promoting Humanistic Education.” In-Sight: Interviews 13, no. 4 (December 15, 2025). http://www.in-sightpublishing.com/call-for-promoting-humanistic-education.

Harvard

Yousefi, N. (2025) ‘Call for Promoting Humanistic Education’, In-Sight: Interviews, 13(4), 15 December. Available at: http://www.in-sightpublishing.com/call-for-promoting-humanistic-education.

Harvard (Australian)

Yousefi, N 2025, ‘Call for Promoting Humanistic Education’, In-Sight: Interviews, vol. 13, no. 4, 15 December, viewed 15 December 2025, http://www.in-sightpublishing.com/call-for-promoting-humanistic-education.

Modern Language Association (MLA, 9th Edition)

Yousefi, Nasser. “Call for Promoting Humanistic Education.” In-Sight: Interviews, vol. 13, no. 4, 2025, http://www.in-sightpublishing.com/call-for-promoting-humanistic-education.

Vancouver/ICMJE

Yousefi N. Call for promoting humanistic education [Internet]. 2025 Dec 15;13(4). Available from: http://www.in-sightpublishing.com/call-for-promoting-humanistic-education

Note on Formatting

This document follows an adapted Nature-style research-article format tailored for public-facing analysis and commentary: Abstract, Keywords, Introduction, Main Text (Article), and Discussion, followed by transparency sections (Methods, Data Availability, References, and publication metadata).

#ChildRights #criticalThinking #DemocraticEducation #EducationForPeace #EducationalEquity #GlobalNetwork #humanDignity #HumanisticEducation #inclusiveEducation #Nonviolence #ParticipationRights #Peacebuilding #RightsBasedEducation #sustainability

In-Sight Publishing Dec 16

Can Canada Be Recognized as a Child-Friendly Country?

Dr. Nasser Yousefi (Email: [email protected])

Educator, The Peace School

Toronto, Ontario, Canada

Received: January 6, 2025
Accepted: December 15, 2025
Published: December 15, 2025

Abstract

This article examines whether Canada can credibly be described as a “child-friendly country” when assessed against international child-rights standards. It situates the question within Canada’s longstanding self-image as a rights-respecting society and its obligations under the UN Convention on the Rights of the Child (CRC) and related optional protocols. Drawing on publicly reported indicators highlighted by UNICEF Canada—spanning poverty, hunger, discrimination, bullying, mental health, and child safety—it argues that Canada’s outcomes for children and youth lag behind what might be expected of a wealthy country with strong institutional capacity. The article further emphasizes inequities affecting Indigenous children, including barriers tied to language, healthcare access, safe water, and healthy food environments. The central claim is that meaningful child-friendliness requires more than broad goodwill: it requires measurable progress across survival, development, protection, and participation rights, backed by policy renewal, accountability, and sustained cross-sector action.

Keywords

Canada, Child-Friendly Policy, Children’s Rights, Convention on the Rights of the Child, Discrimination, Food Insecurity, Indigenous Children, Poverty, Participation Rights, UNICEF Report Cards

Introduction

Every year, thousands of people from around the world immigrate to Canada. A significant portion of these individuals are families seeking a better life for their children. The Canadian immigration department often prefers families with children, awarding them additional points in the immigration process. Given the importance of population growth, the number of children in Canada has always been a critical factor in governmental planning.

A non-official study by the Humanist Kids Institute reveals that a large group of immigrant families from Iran, China, and Korea consider securing a better future for their children as a primary reason for immigration. Access to better education, healthcare, and rights for their children has been a key factor in their decision to migrate. Similarly, Canadian citizens have always considered the welfare of their children a cornerstone of their societal expectations, urging government officials to address the needs of children in the community comprehensively.

Notably, Canada was among the early countries to commit to the 1989 United Nations Convention on the Rights of the Child (CRC), and Canada has also joined optional protocols addressing the involvement of children in armed conflict and the sale of children, child prostitution, and child pornography.

The laws, activities, and programs supporting children in Canada are commendable and valuable, creating generally favorable conditions for children. However, the concept of “good” is always relative: good compared to what, in what context, and under what conditions? Understanding the precise status of children’s rights in Canada requires a framework of standards, indicators, and principles that align with international benchmarks. Declaring a country’s child welfare status as “good” or “bad” without proper scientific and detailed evaluation is neither accurate nor valid.

Main Text (Article)

Title: Can Canada Be Recognized as a Child-Friendly Country?
Author: Dr. Nasser Yousefi

Dr. Nasser Yousefi is a psychologist and education specialist. He has been working with children for over three decades and for the past twenty years has been managing a humanistic school.

Notably, Canada was among the first countries to sign the 1989 United Nations Convention on the Rights of the Child in 1991. Canada has consistently positioned itself as an advocate for this convention. Additionally, Canada has signed two optional protocols: The Optional Protocol on the Involvement of Children in Armed Conflict and The Optional Protocol on the Sale of Children, Child Prostitution, and Child Pornography.

The laws, activities, and programs supporting children in Canada are commendable and valuable, creating generally favorable conditions for children. However, as we all know, the concept of “good” is always relative. Good compared to what? In what context? And under what conditions? Therefore, understanding the precise status of children’s rights in Canada requires a framework of standards, indicators, and principles that align with international standards. Declaring a country’s child welfare status as “good” or “bad” without proper scientific and detailed evaluation is neither accurate nor valid.

When assessing children’s rights in Canada against international standards, there seems to be a considerable gap between the quality of children’s lives in Canada and global benchmarks. This situation even appears slightly concerning compared to international standards.

UNICEF Canada has highlighted statistics regarding children’s conditions in Canada that are noteworthy for children’s rights advocates:

Canada ranks 30th out of 38 wealthy countries in terms of child and youth well-being.

20% of children in Canada live in poverty.

1 in 4 sometimes goes to bed or school hungry.

More than a third of young people experience discrimination.

1 in 4 children are regularly bullied.

1 in 5 children faces mental health challenges.

The child homicide rate is one of the highest among wealthy nations.

Canada’s children are worlds apart from the happiest and healthiest children in affluent countries, and inequalities among them are striking. According to UNICEF’s Report Card, Canada ranks among the countries with the best economic conditions for growing up but has some of the poorest outcomes for children and youth.

Moreover, official government statistics in Canada show that 17% of Canadian children suffer from malnutrition, and the rate could be significantly higher among immigrant children based on unofficial data.

Additionally, New Statistics Canada crime data indicate that child victimization intensified during the pandemic:

Reports of offenders luring children online increased by 15%.

Incidents involving the making and distribution of child sexual abuse material rose by 27% compared to pre-pandemic levels.

Similarly, the Public Health Agency of Canada reports concerning findings regarding childcare in the country. The condition of Indigenous children in Canada is even more troubling. Humanium, an international child rights organization based in Switzerland, describes the plight of Indigenous children in Canada:

Indigenous children face a vulnerable and challenging situation regarding their rights under the International Convention on the Rights of the Child, to which Canada is a party. They generally have less access to education services, which are often delivered in English or French rather than Indigenous languages. This cultural gap also exists in the healthcare system, where Western practices differ significantly from Indigenous healing traditions. Additionally, the precarious living conditions of Indigenous families hinder their access to expensive healthcare services, clean drinking water, and healthy food. Processed and manufactured foods are often the only accessible options, leading to childhood obesity as a significant issue in Indigenous communities.

All these findings are based on formal, academic research. However, informal and unofficial studies could reveal even more concerning statistics about children’s living conditions in Canada, particularly among immigrant families. Delving into the hidden layers of children’s lives may uncover even graver and more worrying realities.

These issues underscore the need for Canada’s government, academia, NGOs, and all child-focused institutions to revisit their policies and programs after 35 years since adopting the UN Convention on the Rights of the Child.

Children’s rights advocates in Canada expect the country to become a global leader in child rights, introducing effective strategies and policies to support children. Canada is expected to establish itself as a child-friendly country on the global stage, with its programs and policies serving as models for other nations to emulate.

The Convention on the Rights of the Child and its optional protocols emphasize that governments and civil institutions must ensure a dignified life for all children without discrimination. The convention categorizes children’s rights into four main areas:

The Right to Survival, covering basic needs like food, healthcare, shelter, and security.

The Right to Development, encompassing education, cultural, social, artistic, and recreational opportunities for children.

The Right to Protection, ensuring children are safeguarded from abuse, exploitation, and crises.

The Right to Participation, enabling children to engage in decisions affecting their lives actively.

Many child-focused organizations may argue that Canadian children fare well in survival, development, and education. However, even these areas show room for improvement. Furthermore, Canada’s right to participation remains significantly below global standards. In some developing countries, children enjoy better opportunities to participate as active citizens in society and schools. In Canada, public programs—especially schools—offer minimal opportunities for students to engage in educational decision-making.

This highlights the need for children’s rights advocates, alongside governmental and non-governmental organizations, to renew their commitment to advancing children’s rights in Canada. Effective stakeholders such as academics, professionals, librarians, artists, media, and NGO representatives must raise awareness about children’s rights within society. Through collective effort, Canada can aim to be recognized as an internationally child-friendly country.

This call to action invites everyone to work together to position Canada as a global model for child-friendly policies, programs, and principles that other nations can replicate and develop in their societies. Achieving this goal requires a comprehensive and united effort supporting children’s rights.

Nasser Yousefi

The Peace School

Discussion

The article frames “child-friendly country” as an evidence-based designation rather than a branding exercise. That move matters: international human rights commitments become practical only when translated into measurable conditions of life. Canada’s CRC commitments (and its optional protocols) set a baseline obligation to protect children’s rights without discrimination, including policy and institutional duties—not merely charitable aspirations.

The UNICEF Canada indicators highlighted here function as a rough diagnostic: they do not exhaust the field of child well-being, but they signal persistent gaps that are difficult to reconcile with Canada’s capacity and self-understanding. The section on Indigenous children further underscores that “national averages” can conceal severe inequities rooted in language, geography, service delivery, and the legacies of colonial governance.

Finally, the essay’s emphasis on participation rights is a strategic policy point. Participation is often treated as a soft add-on, but the CRC treats it as a core right: children are not merely future citizens-in-training; they are present-day rights-holders. Strengthening structured avenues for student voice and youth participation would therefore be a concrete, standards-aligned step toward a more credible “child-friendly” claim.

Methods

Data Availability

No datasets were generated or analyzed for this article. Claims and contextual indicators are drawn from publicly available institutional publications and reporting.

References

None stipulated.

Journal & Article Details

Acknowledgements

None stated.

Author Contributions

Dr. Nasser Yousefi wrote the article as sole author. Light editorial review and formatting were applied for house style.

Competing Interests

The author declares no competing interests.

License & Copyright

Supplementary Information

Below are various citation formats for Can Canada Be Recognized as a Child-Friendly Country? (Dr. Nasser Yousefi, December 15, 2025).

American Medical Association (AMA 11th Edition)

Yousefi N. Can Canada Be Recognized as a Child-Friendly Country? December 15, 2025;13(4). http://www.in-sightpublishing.com/can-canada-be-recognized-as-a-child-friendly-country

American Psychological Association (APA 7th Edition)

Yousefi, N. (2025, December 15). Can Canada be recognized as a child-friendly country? In-Sight: Interviews, 13(4). In-Sight Publishing. http://www.in-sightpublishing.com/can-canada-be-recognized-as-a-child-friendly-country

Brazilian National Standards (ABNT)

YOUSEFI, N. Can Canada Be Recognized as a Child-Friendly Country? In-Sight: Interviews, Fort Langley, v. 13, n. 4, 15 dez. 2025. Disponível em: http://www.in-sightpublishing.com/can-canada-be-recognized-as-a-child-friendly-country

Chicago/Turabian, Author-Date (17th Edition)

Yousefi, Nasser. 2025. “Can Canada Be Recognized as a Child-Friendly Country?” In-Sight: Interviews 13 (4). http://www.in-sightpublishing.com/can-canada-be-recognized-as-a-child-friendly-country.

Chicago/Turabian, Notes & Bibliography (17th Edition)

Yousefi, Nasser. “Can Canada Be Recognized as a Child-Friendly Country?” In-Sight: Interviews 13, no. 4 (December 15, 2025). http://www.in-sightpublishing.com/can-canada-be-recognized-as-a-child-friendly-country.

Harvard

Yousefi, N. (2025) ‘Can Canada Be Recognized as a Child-Friendly Country?’, In-Sight: Interviews, 13(4), 15 December. Available at: http://www.in-sightpublishing.com/can-canada-be-recognized-as-a-child-friendly-country.

Harvard (Australian)

Yousefi, N 2025, ‘Can Canada Be Recognized as a Child-Friendly Country?’, In-Sight: Interviews, vol. 13, no. 4, 15 December, viewed 15 December 2025, http://www.in-sightpublishing.com/can-canada-be-recognized-as-a-child-friendly-country.

Modern Language Association (MLA, 9th Edition)

Yousefi, Nasser. “Can Canada Be Recognized as a Child-Friendly Country?” In-Sight: Interviews, vol. 13, no. 4, 2025, http://www.in-sightpublishing.com/can-canada-be-recognized-as-a-child-friendly-country.

Vancouver/ICMJE

Yousefi N. Can Canada be recognized as a child-friendly country? [Internet]. 2025 Dec 15;13(4). Available from: http://www.in-sightpublishing.com/can-canada-be-recognized-as-a-child-friendly-country

Note on Formatting

#Canada #ChildFriendlyPolicy #ChildrenSRights #ConventionOnTheRightsOfTheChild #discrimination #foodInsecurity #IndigenousChildren #ParticipationRights #poverty #UNICEFReportCards