This review focuses on students’ perceptions of their rights in elementary and secondary schools. The conceptual framework of rights consciousness was applied to understand how students’ knowledge, experiences, and emotions shape their rights perceptions. The analysis is based on 38 empirical studies conducted in different countries. The findings characterize students’ rights perceptions as intuitive—that is, perceptions that are not grounded in legal rules but in students’ personal insights. The findings also identify key factors affecting students’ perceptions: school context, national context, and students’ individual characteristics. The conclusions underscore that school rights-based practices, student body and school staff diversity, and school relationships influence students’ rights consciousness. However, questions remain concerning how students’ perceptions are affected by cultural repertoires, religion, socioeconomic status, gender, and age. The implications are that future studies should apply a context-based agenda to inform the design and implementation of human rights education programs and rights-based organizational practices.

本次审查侧重于学生对中小学权利的看法。运用权利意识的概念框架来理解学生的知识、经历和情感如何塑造他们的权利观念。该分析基于在不同国家进行的 38 项实证研究。调查结果将学生的权利认知描述为直观的——也就是说，这种认知并非基于法律规则，而是基于学生的个人见解。调查结果还确定了影响学生认知的关键因素：学校环境、国家环境和学生的个人特征。结论强调基于学校权利的做法、学生团体和学校教职工的多样性以及学校关系影响学生的权利意识。然而，关于学生的看法如何受到文化曲目、宗教、社会经济地位、性别和年龄的影响的问题仍然存在。这意味着未来的研究应该应用基于背景的议程来为人权教育计划和基于权利的组织实践的设计和实施提供信息。