Translating Child Safety Norms into Education: A Comparative Study of Lebanon and Morocco

Abstract

From how children’s rights to safety are recognized internationally to how it is understood, normalized, and implemented throughout the education systems of Lebanon and Morocco. Investigating how international legal commitments are translated into national policy and reflected in curriculum, school environments, and perspectives. This qualitative comparative case study draws on twenty semi-structured interviews conducted with experts, educators, and parents in both countries, revealing that the concept of "safety" is usually interpreted as physical safety, disguised with morals and values, while subjects such as sexual or emotional abuse or neglect are shadow-banned, leaving no room for child participation or evolving capacities. This research uses norm diffusion and vernacularization theories to examine how an international norm is reshaped in a specific context, by understanding the influence of values, institutional gaps, and political realities on the ground. Lebanon's reality is challenged by instability and a layered crisis, which is reflected in limited resources and gaps in implementing an effective legal framework. While Morocco is more stable, norm translation is still challenged by centralization and bureaucracy. Both cases revealed a high reliance on foreign support. This thesis contributes to a regional discourse in the MENA region around children's rights to safety and participation, calling for a context-sensitive approach in education policy.