GIRLS' RIGHTS THE STATE OF - PLAN INTERNATIONAL UK
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The State of
Girls’ Rights
in the UK
101
The State of
Girls’ Rights
in the UK
102 t h e s tat e o f g i r l s’ r i g h t s i n t h e u k s e c t i o n t h r e e 1
The State of Girls’ Rights in the UK
Lucy Russell, Dr Rachel Alsop, Lucy Bradshaw, Dr Suzanne Clisby, Kerry Smith
Zeynah 10, with baby brother Zayn, 10 months old, London
“I like going to the park and there are loads of people who live next to me and I like to play with them
outside and I like to go to different places… I like going to, maybe like, uhm the hills. I like going
there because there is a big park there and there is a café and hills that you can climb. And I love the
leisure centre. I go swimming there…
[On diversity and integration in her area] “My best friend from school is from Pakistan, but I had a best
friend before she left, she’s from Serbia and I had another best friend… and she’s from Romania…
and they’re going to come on my birthday!”
2 t h e s tat e o f g i r l s’ r i g h t s i n t h e u k s e c t i o n o n e 3
Thank you Contents
We would like to thank all the girls, young women, and professionals who generously contributed their time Foreword by Tanya Barron, Chief Section Three – Why geography and
and expert knowledge to the completion of this study. Executive, Plan International UK . . . . . . . 6 place matter for girls’ rights
Foreword by Plan International UK’s Introduction . . . . . . . . . . . . . . . . . . . . . . 104
We would like to thank our Advisory group: Youth Advisory Panel . . . . . . . . . . . . . . . . 7
Dr Pam Alldred Director of the Centre for Youth Work Studies, International Gender & Indicator 1: Child Poverty . . . . . . . . . . . 110
Sexual Violence project Indicator 2: Life Expectancy . . . . . . . . . 114
Sharon Goulds Girls’ Report Editor, Plan International Executive Summary
Dr Sandra S. Cabrita Gulyurtlu Head of Research, Office for the Children’s Commissioner Indicator 3: Teenage
Elli Moody Head of PR and Advocacy, Girlguiding The state of girls’ rights in the UK . . . . . . 8 Conception Rates . . . . . . . . . . . . . . . . . 116
Zoe Palmer Research & Public Affairs, Manager, Girlguiding Indicator 4: GCSE Attainment . . . . . . . . 118
Professor Emma Renold Professor of Childhood Studies, Cardiff University
Dr Amy M. Russell Senior Research Fellow, University of Leeds Section One – Girls’ Rights in the UK: Indicator 5: Not in Education,
Jessica Southgate Head of Policy, 4Children The international and national context Employment or Training (NEET) . . . . . . 120
Hazel Wardrop Research Manager, Equality and Human Rights Commission Introduction . . . . . . . . . . . . . . . . . . . . . . . 20 Violence Against Girls:
The missing indicator . . . . . . . . . . . . . . 122
Special thanks to Melissa Wood and Charlie King. Methodology . . . . . . . . . . . . . . . . . . . . . . 22
Indicator data for Scotland . . . . . . . . . . 128
What do we mean by girls’ rights? . . . . . 24
Thank you also to Dr Gabriela Alvarez Minte, Georgia Booth, Professor Stephen Ward, Dr Kay Wood, Indicator data for Northern Ireland . . . . 130
nfpSynergy and Dr Paul Norman.
What the data says . . . . . . . . . . . . . . . . 134
Section Two – What matters to girls:
Photography by Joyce Nicholls, www.joycenicholls.com. are we failing them? Overall results: The best and
worst-ranked places to be a girl . . . . . . 138
Thank you also to the organisations taking part in the photographs including Act II Spalding, Custom 72, Introduction . . . . . . . . . . . . . . . . . . . . . . . 36
Guides and Young Leaders from 19th Blackpool Guide Unit, Port Talbot Pumas, Queer Picnic, Tuttii Fruittii’s Chapter 1 – Girls’ education,
TecniKolor Hair Salon, UpRising, WhatWeWant, Whizz-Kidz, Young Women’s Music Project and Ysgol future careers and stereotypes . . . . . . . 38 Section Four – Conclusions and
Gyfun Gymraeg Plasmawr Secondary School. recommendations . . . . . . . . . . . . . . . 144
Chapter 2 – Citizenship and
Tanya Barron photograph: Alison Baskerville/Plan International voice in a digital world . . . . . . . . . . . . . . 50 Appendix . . . . . . . . . . . . . . . . . . . . . . . . 152
Youth Advisory Panel photograph: Charlie King/Plan International UK Chapter 3 – “You can’t live without it” References . . . . . . . . . . . . . . . . . . . . . . 154
Girls’ narratives on digital life . . . . . . . . . 56
Chapter 4 – “Behind all that make-up”
Girls and body image . . . . . . . . . . . . . . . 66
Chapter 5 – Right to health
and quality of life . . . . . . . . . . . . . . . . . . . 74
Chapter 6 – Safety and Violence
against Women and Girls . . . . . . . . . . . . 80
Chapter 7 – Identity discrimination:
who girls are and what
happens to them . . . . . . . . . . . . . . . . . . . 90
4 t h e s tat e o f g i r l s’ r i g h t s i n t h e u k t h a n k you 5
Foreword by Tanya Barron Foreword by Plan International UK’s Youth
Chief Executive, Advisory Panel
Plan International UK
The publication of this report comes at a violence or online The statistics and information in this
time of significant change and uncertainty. harassment, how it report about harassment and sexual
Concerns about security – problems that affects adolescent violence against girls do not shock us.
at times can feel abstract and distant – girls needs to We are not surprised, because these
have rarely felt more pressing. Climate be specifically experiences are part of our day-to-day
change and environmental pressures understood. lives. Many girls do not tell anyone about
have joined with conflict to drive mass Led by the the violence, because of stigma, because
movements of people across our planet. new Sustainable it is normalised, or because they may
And in the United Kingdom we have still Development be pressurised by boys to keep quiet.
to draw the road map of how to work Goals with their We feel that girls are sometimes seen
closely with our neighbours and partners commitment to as objects rather than humans. Girls’
in Europe. universality, as Plan rights are definitely overlooked in the UK
Yet, despite the very welcome International UK we – people don’t understand that we have
milestone of a newly elected second believe this truth rights, or they just ignore them. Although
female Prime Minister, it remains the case holds at home as well we live in an economically developed
that the debate on these critical questions as it does globally. The specific challenges country that is seen to hold modern If we are taught at a young age that
is principally conducted by men, and, all girls face in Lagos, Lima, London or views, we still have gender stereotyping harassment and sexual violence are wrong,
too often, men of a certain age. Loughborough may look different (though and harassment. we can prevent it. Schools and parents
For us to chart a successful course at times they in fact look surprisingly Groping and rating girls have become should talk more openly about it and not be
for the UK in the long term, this has to similar) but fundamentally the problem of ingrained in ‘lad’ culture, and girls our age self-conscious, so that when it happens,
change. It is therefore timely that through gender inequality is the same. feel they have to conform. A lot of girls we know what it is. Then it will be less
this report, we aim to give a voice to a As, indeed, are many of the solutions. in our classes have been pressured by frightening. Young people are the ones who
group who are amongst the least heard, Not least starting, as we do in this boys to send them nude photos on their have to deal with violence against girls, so
and to bring attention to huge challenges report, by listening to girls themselves. phones. When ‘sexting’ happens, the we should also have a voice and a say in
that are amongst the least understood. As And – never forget – involving men and parents and teachers decide it’s the girl how it should be tackled.
an organisation with approaching eight boys too. While this publication’s focus who has to leave school so she won’t get By comparing girls’ rights in the UK
decades of experience in supporting is, unapologetically, girls, we as Plan bullied. As for the boy, not much happens. at local authority level, this report also
children to enjoy their rights, we’ve International UK believe gender inequality Some staff teach girls not to get shows that we have different experiences
identified that adolescent girls are very affects everyone. As such, and as is harassed, rather than teaching boys not depending on where we live, so we need
often the group that gets left behind. This reflected in our global programming, to harass. Teachers have told us not to to hear lots of different girls’ voices to
is a critical life stage where futures are challenging stereotypes must involve wear short skirts in case we ‘distract’ the understand what is happening – and how
forged, and which requires concerted and males. male teachers. Many of us change the to change it.
particular attention from policy makers. It is with these convictions that Plan way we travel to school because we get Everyone – women and men, boys and
Getting it right for adolescent girls International UK has taken a major step harassed on the streets; teachers often girls – should work to solve girls’ rights
today is a pre-requisite for the future in our history, to bring our expertise tell us there is nothing they can do about issues in the UK. If we start small, in our
prosperity and happiness of this country. and experience to our own domestic it, or say that it’s our fault. Many girls are own homes, then one day we will be able
But it is a challenge which we believe is setting. My sincere thanks to those who scared to ask for help and have given to make a bigger change together. People
not being properly acknowledged, let have worked so very hard to make this up talking about these issues – or even should be judged by their heart and their
alone comprehensively tackled. Some happen. And my invitation to those who thinking about them. spirit, not by their gender.
of the problems outlined in the pages have the power to take this report’s
that follow may appear grimly familiar to recommendations forward – let’s work
some readers: the point we make here together to ensure girls in the UK can fully
is that, be it poverty and social mobility, enjoy their rights.
6 t h e s tat e o f g i r l s’ r i g h t s i n t h e u k forewor d 7
executive summary existing evidence, we bring new depth and
breadth to our understanding of what it
means to be a girl in the UK.
The conclusions we draw are clear, and
worrying. Across a range of themes
and indicators, girls are being denied
The State of Girls’ Rights
yy First, through focus group interviews their rights. Readers will be familiar with
with 103 girls and young women particularly shocking rights violations such
from across the UK, we listen to as sexual exploitation. This report seeks to
what girls say about their own lives, shine a light too on the everyday barriers
in the UK
with clear themes emerging. This is to girls’ rights and quality of life that have
supported by interviews with relevant become an accepted part of their lives.
professionals. By bringing our experience to bear in the
yy Second, an unprecedented analysis UK, we hope to see a step change in how
of available data paints a quantitative girls’ lives are understood, and an urgent
For 79 years, Plan International UK has recent years to an average of 10 each picture of some of the critical commitment to tackling the challenges
fought to deliver and protect the rights school day.2 challenges girls face, highlighting stark they face. We’re one of most developed
of millions of children – especially girls yy Two thirds of victims of reported sex regional variations. countries on the planet: we can do better.
– across Latin America, Africa and Asia. offences on school premises are girls
In this report, marking an exciting new or women (66 per cent).3
phase in our history, we turn our attention
for the first time to the UK. Our analysis We also discover that a girl’s location is
poses the question, ‘What is the current critical: Middlesbrough is named the worst Elinor,
state of girls’ rights in the UK?’ Sadly, place in England and Wales to be a girl, Year 10,
the answer is clear. We may be the while Waverley, Surrey – ranked as the South Wales
fifth-richest country in the world, but we best – is somewhere that girls are likelier
are failing our girls, and failing to meet to fully enjoy their rights based on life
international standards set out in human expectancy, child poverty, reproductive
rights frameworks and the United Nation’s health and educational outcomes.
new Sustainable Development Goals Despite this, we don’t talk enough
(SDGs). By exploring the real experiences about adolescent girls as a particular
of girls in the UK, our intent is for policy demographic group; we talk about
makers and decision makers to recognise ‘children’, ‘teenagers’ and then ‘women’.
this reality – and act. Nor do we understand with sufficient
Plan International UK is the expert on depth their complex identities: as girls,
girls’ rights. Decades of global experience but also as being a particular race, class,
tell us that due to their gender and age, sexual orientation or religion, or living
adolescent girls are particularly vulnerable with a disability. Very seldom do we talk
to having their rights denied. This is now about girls’ rights. Yet human rights, most
a widely accepted premise in the sphere recently expressed through the SDGs,
of international development, yet little can help us to better understand – and
understood in the UK domestic space. tackle – the problems that girls face. At
Taking its lead from Plan International’s a global level, Plan International argues
flagship ‘State of the World’s Girls’ report that to achieve the SDGs, girls must be
series, this report shows that, as in other able to learn, lead, thrive and decide. And
parts of the world, being young and female critically, the SDGs are universal: a girl’s
in the UK comes with specific challenges rights are the same wherever she lives,
– challenges that today seem greater than and so too must be our commitment to
ever. For instance, research we conducted securing them, including in the UK.
into sexual harassment in schools has We argue that in the UK, often
shown: discussed problems need to be
yy One in five women (22 per cent) in understood from girls’ particular
the UK reported some experience of perspectives, and in terms of human
sexual touching, groping, flashing, rights. What’s more, digital technology is
sexual assault or rape while they were throwing up new problems for girls that
in or around school.1 we haven’t begun to conceptualise. So,
yy Reports of sexual offences in UK through two methodologies, qualitative
schools have more than doubled in and quantitative, and supported by
8 t h e s tat e o f g i r l s’ r i g h t s i n t h e u k e x ecut i v e su m m a ry 9
What are girls telling us? Citizenship and voice Body image
“I do feel like politics generally, as “I feel pressured by the people I see
Girls are the experts in their own lives. This report draws on the accounts given by 103 girls
an abstract concept, is a boys’ club. I around me every day, and I think about
from diverse backgrounds and areas through focus group interviews. While this sample size is
felt it had nothing to do with me, that I how they look compared to me. But I
insufficient for statistical analysis, the girls’ voices give us a valuable depth of understanding.
shouldn’t voice my opinion; it’s a bunch also feel pressured by the girls I see in
Their testimony is supported by 36 expert witness interviews as well as existing literature. The
of white men in a conference room.” the media, both on TV and social media.”
evidence presents several thematic areas in which it is clear girls’ rights are not being met, or at
Niamh, 22 Anna, 16
least not in full.
Interviewees eagerly debated issues around It comes as little surprise that pressures around
politics and citizenship, such as the lack of body image were raised time and again by
female and young role models and the voting interviewees. Girls tell us that their choices are
Education, future careers and stereotypes Health and quality of life
age. What emerged was that girls feel that constrained by expectations about their bodies
stereotyping, discrimination and harassment that are reproduced and reinforced across
“People stereotype girls and expect “I really do not understand how you
against them bars them from meaningful society – and strongly amplified in the digital
them to not be as strong and can put policy towards something that
contributions to securing change in these areas. world. Concern about body image, and its link
determined as men.” you cannot understand unless you
Existing laws and policies, social norms and to sexuality, comes through as a significant
Louise, 16 have been through it. You cannot stop
media dynamics perpetuate these problems: this barrier to girls’ freedom of expression. It inhibits
someone’s right to choose.”
must be recognised and challenged. girls’ participation in the world around them,
The report finds that the assumption that girls Jane, 24
Moreover, with digital communication and wider evidence suggests can lead to poor
outperform boys at school is misleading, as
channels increasingly the primary mode of mental-health outcomes too.
it doesn’t paint the full picture. While girls Inconsistencies in reproductive health laws
access to public and political spheres for
perform well in exams, the testimony here across the UK, and the impact this has on
young people, the risk, thanks to harassment
strongly suggests that their experience in the girls and young women, were a focus of
and abuse in the digital space, is that girls find
school environment can adversely impact the discussion in the interviews. The analysis also
themselves squeezed out. This compounds the Identity discrimination
opportunities and experiences they will enjoy emphasised the need for mandatory sex and
impression that politics is separate from girls’
in the future. Whether we are delivering on relationships education for all girls in school.
lives, and is a ‘boys’ game’. “As a young girl in primary school I
girls’ right to a quality education is therefore There are significant gaps in girls’ access to
knew I wasn’t attracted to boys. But I
debateable. healthcare, especially when it comes to child
still dated boys because I thought that’s
We find that the school environment and adolescent mental-health services and
what I was meant to do. That’s what
tends to reinforce stereotypes about girls’ self-harm support for girls.
Digital health everyone else was doing. It was never
capabilities, whether that’s through the
said it’s okay not to be a certain thing.”
sports they play or the subjects they choose.
“There is no other life than technology. Jackie, 17
School can also be a location for abuse and
Remove the technology and there is
harassment for girls. Lastly, we see that when Violence and safety
no life.” Gender is just one factor contributing to
girls leave education, many feel confined by
Jackie, 17 identity. Throughout the girls’ evidence, it is
expectations of what jobs they should do, “In my school, there’s loads of boys
clear that the interrelationship between being
with a tendency towards traditionally female- who sexually harass girls. Teachers
The testimony in this report highlights that a girl and also being a particular race, class,
dominated careers. are completely oblivious, and we don’t
digital communication is a fundamental part sexual orientation, or religion, or living with
Apprenticeship options for girls, meanwhile, say anything because, honestly, we’re
of girls’ lives – not an ‘optional extra’. While a disability, have particular impacts on girls’
are narrow. scared…”
this can be a source of pleasure, girls are clear experiences growing up. Formative experiences
Megan, 14
about the immense pressures to meet certain such as experiencing poverty or being in care
standards and the prevalence and impact of or the criminal justice system should also be
Violence and the right to safety were clear
cyber-bullying. Worse, the research suggests considered. While the cross-cutting themes
themes. Concerns around these issues are
that too frequently, measures designed to outlined here clearly emerge, it is important to
having real impacts on girls’ behaviour, driving
protect girls are ineffective or even have acknowledge that girls are not a homogenous
decisions about what to do, or not do, in their
negative consequences for girls. Barring girls group and policy responses must always take
daily lives. Offline as online, girls are held back
from digital spaces in the name of protection is into account an individual’s circumstances.
due to concerns about their safety. The school
a counter-productive solution that reinforces a
and the street were identified as key locations
sense of voicelessness. Measures to prevent
for violence and harassment for girls.
harm from activities such as sexting also too
frequently place undue or uneven responsibility
on a girl’s actions over those of a boy.
10 t h e s tat e o f g i r l s’ r i g h t s i n t h e u k e x ecut i v e su m m a ry 11
Girls’ experiences: analysing the data Best 10 Local Authorities in England and Wales by Individual Indicators Ranking
Local/Unitary Child Life Teenage GCSE NEET Total Rank
Authorities Poverty Expectancy Conceptions Ranking Ranking
Ranking Ranking Ranking
Waverley 5 26 7 23 1 62 1
Rushcliffe 5 26 25 1 25 82 2
Chiltern 16 1 14 3 53 87 3
Mole Valley 5 33 2 47 1 88 4
Geography and place are confirmed in this The indicators span key quality of life
report as having a major impact on girls’ and rights measurements and, through Epsom and Ewell 28 10 24 28 1 91 5
life experiences. To ensure that girls are a ranking system, are used to identify
able to realise their rights, policies must be the best and worst places to be a girl Rutland 16 9 6 59 1 91 5
reflective of different realities in different in England, Wales and London. Across
parts of the country. England and Wales, the best place to be a Elmbridge 5 21 33 43 1 103 7
For the first time, we present a detailed girl was identified as Waverley, Surrey, and
Wokingham 1 52 21 8 25 107 8
examination of available data about girls’ the worst place was Middlesbrough. The
lives that paints a picture of experiences majority of the highest-ranking areas were St Albans 16 26 1 2 76 121 9
in different regions, mapping where the in the south east of England, while towns
critical challenges lie and setting out the such as Blackpool and Manchester ranked East Hertfordshire 16 33 22 6 76 153 10
priorities for policy makers. Using five poorly in comparison. In Wales, Merthyr
indicators, we have been able to map the Tydfil, Cardiff and Caerphilly ranked
delivery of girls’ rights across England and behind their neighbours in Monmouthshire Worst 10 Local Authorities in England and Wales by Individual Indicators Ranking
Wales in terms of the key themes raised by and Powys, while in London, Richmond
girls, and answer the question: where are upon Thames ranked best, with Barking Local/Unitary Child Life Teenage GCSE NEET Total Rank
the best and worst places to be a girl? and Dagenham worst. Authorities Poverty Expectancy Conceptions Ranking Ranking
The five indicators, drawn from local Ranking Ranking Ranking
and unitary authority data, are: Violence against girls Sandwell 323 320 329 283 283 1538 337
yy Child Poverty Critically, data on violence, collected at
yy Life Expectancy police force level, is not comparable to the Salford 294 334 280 300 338 1546 338
yy Teenage Conception Rates other indicators (which are based on local
yy GCSE Attainment or unitary authority data). Given the need Kingston upon 323 337 323 341 248 1572 339
yy Those not in education, employment or for local authority action as well as police Hull, City of
training (NEETs) force action to tackle violence against
Hastings 294 304 327 325 332 1582 340
girls, this is disappointing. Furthermore,
what data there is rarely breaks down by Knowsley 294 337 298 342 323 1594 341
age, gender and local area to provide an
The missing data adequate picture of the problem.
The data is not as complete as we Liverpool 312 337 313 311 340 1613 342
Girls have told us for years that violence
would have liked: lack of uniformity
and harassment in schools pose a Nottingham 334 309 333 339 303 1618 343
means our local or unitary authority
significant barrier in their lives. Our
analysis has had to exclude Scotland Manchester 342 344 328 315 303 1632 344
research shows that reports of sexual
and Northern Ireland, as well as a
offences on school premises have doubled
number of indicators which would be Blackpool 323 344 343 332 319 1661 345
in recent years, to an average of 10 each
useful additions. These include hospital
school day. Nearly two-thirds of alleged Middlesbrough 331 346 340 316 345 1678 346
admission rates for substance/drug
victims are girls, with 94 per cent of
misuse, self-harming and child obesity.
alleged perpetrators men or boys.
We know gender has a bearing in these
areas – but the data isn’t available to
analyse this in full.
12 t h e s tat e o f g i r l s’ r i g h t s i n t h e u k e x ecut i v e su m m a ry 13
Conclusions Recommendations
It is clear that the UK is failing girls. Girls reinforce them. We also conclude that a
are not consistently able to enjoy the girl’s ability to enjoy her rights is bound to We must listen to girls We must involve men
rights that they are entitled to as set out in where she lives. Effective solutions must Policy makers must start from the and boys
international agreements to which the UK be tailored to local needs; this will involve position that girls understand best This report in unapologetic in
is a signatory. And while much time has devolved authorities in particular. what is happening in their own lives. its focus on girls and their lives.
been spent seeking to understand social We recognise that some positive Combining their first-hand testimony However, to tackle gender inequality
problems through certain lenses – such steps have been taken, notably the UK and ideas with relevant expert opinion men and boys must be part of the
as income deprivation – we have failed to Government’s strategy to end violence can create powerful solutions to the process. Given that much of the
understand them from the perspective of against women and girls, which highlights problems girls are facing. Investments sexism, harassment and violence
adolescent girls. For girls, blatant rights prevention as well as response, including should be made to enable meaningful experienced by girls and young
violations such as sexual violence are with younger age groups, and includes participation of girls at the local women comes from their peers, it
underpinned by a reality too often defined two national campaigns on abuse in level. We should expand on outreach is critical to work with and engage
by gendered expectations and everyday relationships. A recent inquiry by the strategies already implemented boys and young men. Their lives
harassment. The digital sphere, while at Women and Equalities Committee into in some areas, creating Girls’ too are affected by negative gender
times presenting a positive environment, sexual harassment and sexual violence Committees, where girls and policy stereotypes and expectations and
all too often amplifies this reality, while in school represents a significant step. makers can pool ideas about how they too must be part of the solutions.
school, ideally a critical location for However, much more needs to be done. services can better meet girls’ needs.
tackling these problems, can be found to
We need a more joined-up
Drawing together these findings, Plan International UK wants to see the UK We must tackle root causes approach to end violence
Government treat girls as a priority group to highlight and address their needs in a of gender inequality – and If we are serious about ending
way that hasn’t been done before. Girls’ Rights Champions should be appointed at this starts in schools violence against girls, a holistic
national, devolved and local levels, to work with existing structures and bodies and Our research shines a light on approach is necessary, one that joins
bring within them a new focus on girls. persistent, harmful stereotypes that up different thematic areas as well as
limit girls’ opportunities and wellbeing. geographical areas. A good starting
A whole school approach, including point would be to ensure greater
engaging boys and parents, is breadth in the cross-departmental
required to tackle gender inequality. engagement in the delivery and
Mandatory status for sex and development of the government’s
relationships education should be the existing strategy to end violence
cornerstone of this effort. against women and girls.
We need better data We need a UK SDG
In order to respond to the needs of delivery strategy
girls, policy makers need data at local There is an urgent need for a cross-
authority level to invest in the right departmental UK Government SDG
thematic and geographic responses. delivery strategy that includes a focus
This data should be publicly available on how the SDGs are being met in the
so that civil society, including girls, UK and for girls.
can hold those in power to account.
14 t h e s tat e o f g i r l s’ r i g h t s i n t h e u k e x ecut i v e su m m a ry 15
Tasnia, 13, Tasmia, 21 and their mother,
in their favourite park, London
Tasmia: “The Brexit situation does
worry me a lot… It feels really worrying
that, when you hear about things like
Islamophobia, things like racist attacks
on people. Because ultimately as
people of colour, as a first generation
immigrant, when you hear people saying
things like ‘all the immigrants should
go home’… When you’re saying [that],
you’re talking about people like myself.
For me this is home. This is where I’ve
spent so much time actually being
involved in the community and actually
doing things… There is no ‘home’. ‘All
immigrants should go home’, but this is
my home. Where do I go?”
Tasnia: “When I grow up I want to be a
scientist… I like chemistry because of
the experiments, because it’s fun and
interesting at the same time… You don’t
need to be a boy or a girl to like science,
you can be either.
“In 2011, during the London summer
riots, I was really worried and distressed
for the safety of everyone. So I decided
to write a letter to the Queen. I didn’t
really expect a response, but a couple
months later she wrote back and she
reassured me about my family’s safety.
It was really nice because it’s good to
have that reassuring sense there.”
16 t h e s tat e o f g i r l s’ r i g h t s i n t h e u k s e c t i o n o n e 17Section One
Girls’ rights in the UK:
The international and
national context
Alex, 12, and her father, on their boat, east Northern Ireland
“I once got a crab stuck to my finger! And I didn’t know what to do, ’cause it was one of my first
times on the boat.
“[In my fishing village] there are mainly fishermen, there aren’t that many women who do it.
[This village is a good area to be a girl, but sometimes there isn’t enough to do] I wish there were
like… In my opinion I think there should be places where you can get hot chocolate. The only café
we have closed here. And we should get more cafés and all. There’s, like, three chippies here,
there’s a Chinese, there’s a chemist, there’s a doctor’s, there’s a school, there’s a church, there’s
a Post Office... What else is there? There’s a butcher’s. That’s all there is.”
18 t h e s tat e o f g i r l s’ r i g h t s i n t h e u k s e c t i o n o n e 19Introduction Report Overview
We begin this report in Section One
Violence Against Women coalition (EVAW),
Imkaan and Girlguiding UK, to name but
by examining the international rights a few. Our report takes this work further
frameworks and asking how they impact by focusing squarely on girls’ rights and
on girls. Section Two brings together the gender equality across the UK at a local,
findings of our research with girls and key devolved and national level.
professionals across the UK with the latest With devolution in Northern Ireland,
literature on the subject. In Section Three Scotland and Wales has come increasingly
we move to the question of place and devolved local governance, including
examine the situation for girls at a local level, the establishment of local mayors and
followed in Section Four by our conclusions police and crime commissioners. These
and recommendations. local leaders and decision makers have
Why Plan? Why girls? the importance of global girls’ rights and 2015 saw the biggest change in global significant budgets and influence over
For nearly 80 years Plan International the vital role that accurate data plays in human development in a decade: 193 girls’ lives at a local level. Our study is the
UK has been striving for a just world that assessing the situation for adolescent girls heads of state and government committed first attempt to map girls’ rights at local
advances children’s rights and equality for aged 10-19, and in understanding how to 17 Sustainable Development Goals authority level in the UK using comparable
girls. Plan International’s Because I am a best to respond to the specific needs and (SDGs). A core part of the commitment, datasets. This report does not seek to
Girl is the world’s largest global girls’ rights rights of girls. In 2006 Plan International officially known as ‘Transforming our argue for attention only for girls, but
campaign, highlighting the inequality faced UK initiated a longitudinal research study, world: the 2030 Agenda for Sustainable rather to show with as much accuracy
by girls every day. The campaign calls for ‘Real Choices, Real Lives’, tracking 142 Development’, was to ‘Leave No One as possible what is happening to girls in
girls to be free from violence, and to have girls in nine countries across the world Behind’. That is: to make sure that even the UK and urge improvements in policy
voice, choice and control in their lives, as from birth. The study examines the the most vulnerable and marginalised, no and services to accurately meet the
well as for them to get a quality education formation of gender inequality including matter their circumstance, should benefit needs of girls as a specific, although not
and the skills and support they need. We the gender roles and identities of the from the SDGs. In addition, the SDGs homogenous, group.
focus particularly on helping girls aged girls from the perspective of their lived are universal – they are for everyone, Despite living in a relatively wealthy
10-19, as adolescence often brings an realities. In late 2016 Plan International UK everywhere. We use the SDGs as part of country, girls in England, Scotland,
increased threat of abuse or violence and will publish a report on the study reflecting the core framework of this report. Wales and Northern Ireland are missing
a denial of rights and choices. on the previous 10 years of data and how In order to take this new focus forward, out on their rights. Violence and sexual
Across the globe, girls’ rights are beliefs have shifted or stayed the same. we wanted to establish a picture of girls’ harassment remain stubborn, persistent
compromised by poverty, gender inequality, This is an exciting moment in Plan rights across the UK and at a local level and problems. Gender stereotypes and
violence, poor education, unfair policies, International UK’s work: by turning a consider the context and social environment expectations of girls are holding back
ingrained discriminatory attitudes and spotlight on girls’ rights in the UK, we are in which girls are living. In this report we this new generation, whether in their
stereotypes, conflict and disasters. Plan highlighting the need for governments have therefore used existing quantitative education, career choices, demonstrable
International UK believes that girls’ rights and international bodies to commit to data, existing qualitative data, the voices leadership, or personal safety. At the same
are universal. Regardless of where in the investing in the realisation of girls’ rights and perspectives of 103 girls interviewed in time, the role of digital technology in girls’
world a girl is born or lives, she should be in all countries, including our own. In focus groups from across the UK and some lives sets their experiences apart from
safe, free from abuse and have equal rights. this report, we combine the international additional case studies to create a picture of previous generations. At Plan International
Plan International’s ‘State of the rights frameworks and the SDGs girls’ lives and their rights in the UK. UK4 we recognise that technology brings
World’s Girls’ reports1 have covered a framework with our analysis of the real life The situation of girls has frequently opportunity for communities and the girls
wide range of topics, including education,2 experiences of girls to ask and respond to been overlooked: when young they tend who live within them, but also threats and
violence against girls, and governance the question: ‘What is the current state of to be gender neutralised, not in real life, danger, many of which are still poorly
and participation.3 All have emphasised girls’ rights in the UK?’ but in statistics and research, as ‘children’. understood by older generations.
Then they are subsumed into the category It is clear that girls are not accessing
of ‘women’ without consideration for the their full rights. Some are having their rights
Aims of the Report challenges girls face, especially during violated in the most egregious ways. It
In this report we set out to achieve four things:
adolescence. has been recently and fully demonstrated
yy Using the international rights frameworks and Sustainable Development Goals
This report aims to start the process by the child sexual exploitation cases in
(SDGs) relevant to girls’ rights, we ask: ‘What is the current state of girls’ rights in
of filling this gap. It recognises and builds Rochdale,5 Rotherham6 and Oxfordshire,7
the UK?’
upon the important analysis of child rights that girls’ rights in the UK are not secure,
yy Set out what matters to girls in the UK and how girls’ rights in the UK relate to the
organisations, girl-focused organisations, and much more needs to be done as a
international rights and SDGs framework.
and those in the Violence Against Women matter of urgency. This report seeks to help
yy Scrutinise what is happening to girls at the local level, highlighting that geography
and Girls (VAWG) sector, such as Child drive that endeavour in the right direction
and place matter to girls’ rights.
Rights Alliance England (CRAE), the Office by creating an understanding of girls’ rights
yy Provide a foundation for developing policy responses to ensure that girls’ rights in
of the Children’s Commissioner (OCC), that can be built upon and to highlight for
the UK are realised.
NSPCC, Women’s Aid, Rape Crisis, End whom, what and where gaps exist.
20 t h e s tat e o f g i r l s’ r i g h t s i n t h e u k s e c t i o n o n e 21Methodology The girls were from differing white and
ethnic minority British (English, Welsh,
sexual exploitation. Those in non-statutory
roles were from recognised charitable
Scottish, and Northern Irish) backgrounds, organisations working directly with
across a variety of socio-economic and girls and young women within regional
regional contexts. women’s services, networks working with
The research team also interviewed 36 vulnerable young women in the context of
key professionals through a combination CSE, and with managers of national girls’
of semi-structured interviews, telephone organisations.
interviews and focus groups. All of these The photographs and associated
professionals work with girls and young personal stories in the report were
women at a national or regional level in developed separately from this research.
southern and northern England, Scotland, Photographer Joyce Nicholls met with
The data for this study was collected aged 18 years and younger, these were Wales and Northern Ireland. They were girls and their friends and families across
drawing on mixed methods and the led by a researcher with designated DBS selected in liaison with Plan International the UK to photograph them and interview
researchers are all gender analysts working approval. All names of participants have UK and on the basis of their professional them about the emerging themes from
within a feminist, anthropological and been anonymised and any other identifying roles working directly with and for girls the report. Girls were contacted through
sociological methodological framework. material has been removed. and young women in both the statutory schools, youth groups, families, events
In terms of quantitative data, the research While making no claims for and non-statutory sectors. Statutory roles and via street photography for girls over
team examined a range of statistical representativeness of particular identity ranged from city council managers within the age of 18. We targeted a mixture of
indicators at local authority, unitary groups or sectors of the girl population, children’s and young people’s services, to urban, rural and coastal areas and spent
authority,8 police force area and devolved we nevertheless were able to gather the those in educational and social work or in time in Northern Ireland, Scotland, Wales
level which speak to girls’ rights and the voices of a wide range of participants a safeguarding context concerning child and England.
quality of life for girls and young women with differing religious, ethnic and cultural
in England and Wales. A selection of backgrounds. The 103 girls and young
indicators was chosen to measure the women ranged from age 10 to 21 and were
situation for girls in the UK. However, it contacted through statutory educational Tasha, 20, and
became clear that much of the desired data institutions, non-statutory youth groups, Anna, 27, London
could not be found with a gender, age and girls’ organisations and clubs, and support
local breakdown. This immediately meant services for more vulnerable young people.
that the available and usable data was very The research paid particular attention to
limited. It was not possible to compare girls’ geographical location and sought to
data sets for Scotland and Northern interview girls from diverse areas, including
Ireland alongside this information, and we rural areas (villages and small towns), urban
discuss this in greater detail in Section areas (capital cities and smaller regional
Three. The usable data then formed the cities) and coastal areas across the UK.
basis of a comparative analysis of girls’ More specifically, focus groups
rights in different parts of the UK. We use were held with girls and young women
it to answer the question: what impact in primary and secondary schools and
does ‘place’ have on girls’ access to and sixth-form colleges in England, Wales and
realisation of their rights? An analysis of the Scotland, and with university students
indicators chosen and how they relate to in Northern Ireland. The research team
girls’ rights can be found in Section Three. spoke to groups of pre-teen and early
We also conducted empirical qualitative teenage friends in a rural village setting
research with girls, young women and in England and held a range of different
key professionals working within relevant focus groups with girls and young women
sectors from southern and northern who were part of local and national girls’
England, Scotland, Wales and Northern and young women’s social groups. We
Ireland. In total, we spoke to 103 girls and also conducted several focus groups at
young women, through a series of 15 focus two national charitable events organised
group discussions and qualitative surveys for girls and young women in London and
across the UK. The research met the ethical Cardiff, and a focus group with girls who
guidelines set by the University of Hull had experienced child sexual exploitation
and was approved by the School of Social (CSE) or who had been identified as being
Sciences Ethics Committee. As some of the vulnerable to CSE and who were being
interviews were conducted with children supported by a local charity in England.
22 t h e s tat e o f g i r l s’ r i g h t s i n t h e u k s e c t i o n o n e 23What do we mean by girls’ rights? are necessary to eliminate “prejudices and
customary and all other practices which
eradicate this “pandemic violation of
human rights”.16 Furthermore, there is a UN
are based on the idea of the inferiority or Special Rapporteur on violence against
the superiority of either of the sexes or on women who most recently reported on
stereotyped roles for men and women”.14 the UK in May 2015.17 Moreover, several
The Convention also challenges cultural UN commitments18,19 have expanded our
patterns and the sexual division of labour understanding of violence against women
that constrain men to the public sphere and girls as violence that is rooted in
and women to the domestic sphere. It historical and structural unequal power
highlights that efforts need to be made relations between women and men and is
to ensure the equal responsibilities of a pervasive violation of the enjoyment of
both sexes in family life and their equal human rights. “Violence against women
The International Framework whether they are boys or girls, what their opportunities in the public realm. and girls is characterised by the use and
As internationally agreed through the United culture is, whether they have a disability or In addition, the outcome documents of abuse of power and control […] linked
Nations,9 human rights are inherent to all whether they are rich or poor.”11 In addition the International Conference on Population with gender stereotypes that underlie and
human beings, and are independent of an to the principle of non-discrimination, and Development in Cairo (1994) and perpetuate such violence, as well as other
individual’s nationality, place of residence, a key principle that CRC promotes in the Beijing Declaration and Platform for factors that can increase women’s and
sex, national or ethnic origin, colour, protecting the rights of children (including Action (BPfA) (1995) are also relevant. girls’ vulnerability to such violence.”20
religion, language, or any other status. All girls) is the best interest of the child.12 In particular, Section L of the BPfA on
human beings are entitled to have their This means that children’s interests are, the ‘Girl Child’ sets strategic objectives
human rights respected, protected and or should be, the primary concern in any to eliminate all forms of discrimination Transforming Our World:
fulfilled without discrimination.10 Girls’ decisions made that may affect them, and against girls, eliminate negative cultural The Sustainable Development
rights are protected by this international should be taken into account when setting attitudes and practices against girls, Goals (SDGs)
framework, starting with the Universal budgets, policy and laws. promote and protect the rights of the girl, The Sustainable Development Goals are
Declaration of Human Rights and the
specific conventions that protect the rights
Girls are also protected by
the 1979 UN Convention on “Girls and increase awareness of her needs and
potential. Section L prompts governments
an intergovernmental set of 17 aspirational
goals with 169 targets. The Goals were
of refugees, persons with disabilities,
indigenous peoples, and migrant workers,
the Elimination of all forms of
Discrimination against Women everywhere to eliminate discrimination against girls
in education and training and in health
adopted in a United Nations Resolution
on 25 September 2015. In adopting the
among others. While there are no treaties
that focus solely on girls’ rights, there
(CEDAW), which calls on the
international community to should be and nutrition, and to protect young girls
at work. It also calls for the eradication
SDGs, 193 heads of state and government
have made specific and historical
are some key international treaties that
are particularly relevant to girls – both as
undertake measures to end
gender discrimination in all forms. able to learn, of violence against girls; the promotion
of girls’ awareness of and participation
commitments to end the discrimination
and rights violations facing girls. They
children and as young women.
The 1989 United Nations Convention
The Convention shows that
stereotypes, customs and norms lead, decide in social, economic and political life; and
the strengthening of the family’s role in
also committed to invest in girls’ futures,
covering issues from nutrition and ending
on the Rights of the Child (CRC) is the key
convention when considering the protection
can constrain the advancement of
women and girls. Importantly, the
and thrive.” improving the status of girls.15
It is important to note that one of the
harmful practices such as female genital
mutilation (FGM) and child, early and
of the rights of children. Critically, it “applies Convention states that “a change main areas of concern for the international forced marriage (CEFM) to education
to all children, whatever their race, religion in the traditional role of men as well as community regarding the rights of women and economic empowerment. Plan
or abilities; whatever they think or say, the role of women in society and in the and girls is their vulnerability to sexual International’s analysis has concluded that
whatever type of family they come from. family is needed to achieve full equality and gender-based violence. CEDAW, the SDGs carry four significant promises
It doesn’t matter where children live, what of men and women”.13 These changes to the CRC and other documents such as to girls: Girls everywhere should be able to
language they speak, what their parents do, social and cultural patterns of behaviour the BPfA have highlighted the need to learn, lead, decide and thrive.
Key Moments in the Girls’ Rights Movement: Institutional Milestones
1979 1989 1995 2000 2011 2012 2014 2015
The UN General UN The 4th World Millennium Development Goals include the UN Women UN General Assembly adopts #HeForShe solidarity 2030 Sustainable
Assembly adopts Convention Conference on Women “ratio of girls to boys in primary, secondary established as “a a resolution “intensifying campaign launched Development Agenda
the Convention on the in Beijing results in and tertiary education” as a Goal 3 indicator. 21 global champion for global efforts for the by the United Nations. adopted by 193 UN
on the Elimination Rights of a global Platform for women and girls”.22 elimination of female genital members. Goal 5 requires
of all forms of the Child Action for women’s UN Security Council Resolution 1325 on mutilations”, demonstrating UN General Assembly governments worldwide to
Discrimination adopted. equality, empowerment Women, Peace and Security adopted, International Day the political will of the adopts a landmark “achieve gender equality
Against Women and justice. recognising the impact of conflict on women of the Girl UN international community to resolution calling for a and empower all women
(CEDAW). and girls. resolution adopted. eliminate FGM/C.23 ban on child marriage. and girls” by 2030.24
24 t h e s tat e o f g i r l s’ r i g h t s i n t h e u k s e c t i o n o n e 25The SDGs’ promise to girls Definitions friends, in schools and communities,
The Sustainable Development Goals were adopted in September 2015 by 193 Who is a girl? and from the media, government and
heads of state and governments. They are a set of 17 aspirational goals with The UN Convention on the Rights of religious organisations. 25
169 targets which are in the UK and contain an overarching agenda to ‘Leave the Child defines a child as anyone Plan International UK believes that
No One Behind’. The SDGs apply in the UK. They also make historical and under the age of 18. But the definition we cannot realise our vision for gender
specific commitments to end the discrimination and violence facing girls. Plan of ‘girl’ varies across research. For equality without working towards the
International’s analysis shows that the SDGs carry four significant promises to the purposes of this report, a girl has realisation of the rights of all children.
girls: that girls everywhere should be able to learn, lead, decide and thrive. been defined as anyone identifying We believe that gender inequality is
as female up to the age of 18, and a a key obstacle to the achievement of
young woman aged up to 25. children’s rights, and that it is therefore
central to achieving Plan International
Gender UK’s mission and vision.26
The concept of gender refers to the
1
1 LEARN
norms, expectations and beliefs
about the roles, relations and
Gender Identity
We acknowledge that the majority
1 DEFINING GLOBAL THEMES: LIFELONG LEARNING, values attributed to girls and boys, of data available uses binary gender
1 SKILLS BUILDING and EARLY YEARS EDUCATION
Key Goals: SDG 4: Quality Education
women and men. These norms are
socially constructed; they are neither
categories and does not take into
account the needs and circumstances
invariable nor are they biologically of transgender, intersex and gender
determined. They change over time. non-conforming children.
LEAD They are learned from families and
DEFINING GLOBAL THEMES: PARTICIPATION,
LEADERSHIP and CITIZENSHIP
2
2 Key Goals: SDG 5: Gender Equality; SDG 10: Reduced
2 Inequalities and SDG 16: Peace and Justice
The SDGs’ overarching agenda
is to ‘Leave No One Behind’; that
International will be using ‘learn, lead,
decide and thrive’ as four important
2 is, to make sure that even the most themes that cover the girls’ agenda
DECIDE vulnerable and marginalised, no matter contained within the SDG framework.
their circumstance, should benefit Globally, Plan International intends to be
DEFINING GLOBAL THEMES: BODILY AUTONOMY,
3
3 ACCESS TO SERVICES, and SEXUAL RIGHTS & SEXUAL
from the SDGs. In addition, the SDGs
contain three integrated and indivisible
very clear that measuring criteria should
address progress for girls’ rights and
3 HEALTH
Key Goals: SDG 3: Good Health and Wellbeing; SDG 5: Gender
dimensions of sustainable development gender equality at all levels (individual,
3 Equality
– economic, social and environmental – household, community and institutional).
4
4
brought together in the SDGs, marking
an important shift away from previous
We must always look at the experiences
of the individual girl and what happens in
4 THRIVE distinctions made between social and her life, health and choices, but we must
4 DEFINING GLOBAL THEMES: GENDER-BASED VIOLENCE,
economic development and environment
and climate issues. The goals therefore
never lose sight of community attitudes
and the laws and policies that govern the
ECONOMIC EMPOWERMENT, and POVERTY
represent more accurately the complex opportunities and choices made available
Key Goals: SDG 5: Gender Equality; SDG 8: Decent Work and
and interconnected challenges and to her.
Economic Growth; SDG 10: Reducing Inequalities; and SDG 16:
realities of girls’ lives globally. Learn, lead, decide and thrive also
Peace and Justice
Critically, the SDGs are universal, reflects the priorities that girls themselves
which means they apply equally in have identified as key during consultative
London, Lima and Lagos. We therefore processes run by Plan International around
believe it is helpful to examine the situation the world. The outcomes of this process
for girls in the UK using this additional can be found in Plan International’s
international framework into which girls’ report ‘Hear Our Voices: Do Adolescent
rights are woven. The commitments to Girls’ Issues Really Matter?’ released
gender equality and to girls across the in September 2014, in which over 7,000
SDGs provide the global community with adolescent girls and boys were spoken
a solid foundation from which to address with in 11 countries across four regions.27
the unfinished business of realising girls’ These themes also provide a useful
rights, and to bring transformative and framework in the analysis of the research
lasting change to their lives. Plan International UK has undertaken in
As the goals come into play, Plan the UK. In Section Two we use the SDGs
26 t h e s tat e o f g i r l s’ r i g h t s i n t h e u k s e c t i o n o n e 27You can also read
