ࡱ> +-&'()*%` ϧbjbj"x"x <^@@<nnnnnnnn8\>|nܳ,L(((pT,9;;;;;;$hpT_npp_nn((Ht,vn(n(99nne( Bvj9<ܳFĸ*ĸpe6>ĸn٦`  . \|P__ܳndddnnnnnnnnnn Appendix 6 Summary of Commission workshops for children and young people In February 2009, the 鱨վ (the Commission) was funded by the Foundation for Young Australians (FYA) to undertake a project to support the participation of children and young people in the National Human Rights Consultation. The core element of this project was the conduct of workshops designed to encourage the participation of children and young people. This Appendix describes these workshops and summarises the key issues raised in the workshops. Description of workshops How many workshops were conducted? In total, the Commission conducted 26 workshops with children, young people and youth advocates across Australia. The Commission visited and conducted workshops in each state and territory in the following towns and regions: Queensland Brisbane, Deception Bay and Toowoomba Tasmania Hobart and Devonport South Australia Adelaide Victoria Melbourne, Koondrook and Knox City Australian Capital Territory Canberra New South Wales Sydney and Bathurst Western Australia Perth, Halls Creek and Kununurra Northern Territory Yirrkala, Yuendumu, Alice Springs and Darwin. In addition, the Commission made presentations on human rights and the National Human Rights Consultation (the Consultation) at events organised for, or about, children and young people. For example, the Commission made seven presentations at the NSW Parliaments school leadership forum in Sydney, with approximately 100 secondary school students from across NSW attending each event. Who participated in the workshops? Between March and May 2009, Commission staff met with over 400 children and young people at the workshops across all states and territories in Australia, and approximately 700 young people through the NSW Parliaments school leadership forum (mentioned above). Commission staff also met with over 100 advocates from childrens and young peoples organisations across Australia. Most of the children and young people who attended the workshops were between 13 and 20 years of age. However, two workshops were held specifically for primary school children. The children and young people came from a variety of backgrounds including: Indigenous (including seven specific workshops in the NT and WA) gay, lesbian, bisexual, transgender or intersex (GLBTI) (including two specific workshops) rural (including 13 workshops in regional or remote locations) homeless (including one workshop held at a drop-in centre for homeless youth) young single mothers culturally and linguistically diverse (including one specific workshop for young CALD people and their advocates). 鱨վ and young peoples advocates included representatives from a variety of organisations such as youth workers, teachers, youth affairs councils and childrens rights organisations. What were the key aims of the workshops? The key aims of the workshops were to: educate children and young people about human rights issues in Australia encourage broad participation by children and young people in the Consultation. In the Commissions view, it was important to encourage participation by children and young people in the Consultation because they will inherit the human rights protection framework which may result from the Consultation. 鱨վ and young people often do not have a voice in government consultations, especially those on issues of law and politics. Furthermore, recent human rights issues are of particular interest to children and young people, including issues such as children in detention, homelessness, Indigenous children and the Northern Territory intervention, bullying and discrimination issues, and environmental issues. By supporting participation in the Consultation, the Commission was also promoting one of the guiding principles of the United Nations Convention on the Rights of the Child (CRC) to which Australia is a party. Article 12 of the Convention on the Rights of the Child states that children have the right to express their views freely in all matters that affect them, and these views are to be given due weight. How were the workshops conducted? Most of the workshops were conducted in a similar format. They were structured to be as interactive as possible, while providing an overview of human rights generally and an overview of the Consultation. Discussions were facilitated around the three consultation questions: Which human rights (and responsibilities) should be protected and promoted? Are these human rights sufficiently protected and promoted in Australia? How could Australia better protect and promote human rights? In discussing these three questions, young people were encouraged to share their stories and their views. The conduct of the workshops was also tailored to the particular needs of the participants. For example, some were more informal than others due to the nature of the group. All participants were asked for their consent for the Commission to take notes and summarise their views in de-identified form. The workshops concluded with suggestions on how young people could participate in the Consultation. Commission materials including a Consultation toolkit designed for children and young people and a submission form were distributed to participants at most workshops. Materials to support the participation of children and young people in the Consultation In addition to conducting workshops, the Commission developed Lets Talk 鱨վ Rights a guide to help young people have their say about human rights in Australia. The guide explains the purpose of the Consultation, and how children and young people could make a submission about the human rights issues about which they feel most strongly. The Commission printed 5000 copies of the guide, which were distributed through workshops and youth networks. The guide is also available at  HYPERLINK "http://www.humanrights.gov.au/letstalkaboutrights/youth.html" www.humanrights.gov.au/letstalkaboutrights/youth.html and in printed form. The Commission also developed and printed submission forms for young people, to make it easier for them to answer the three main questions asked by the Consultation Committee. The submission form is available at  HYPERLINK "http://humanrights.gov.au/letstalkaboutrights/youth.html" http://humanrights.gov.au/letstalkaboutrights/youth.html and in printed form. The Commissions materials were highlighted through online activities designed to engage children and young people in the Consultation. This included a Commission presence on Facebook and MySpace, and the facilitation of online discussion and information relevant to the Consultation on youth portals such as Heywire ( HYPERLINK "http://blogs.abc.net.au/heywire" http://blogs.abc.net.au/heywire) and JustAct ( HYPERLINK "http://www.justact.org.au/action-35-realise-human-rights" www.justact.org.au/action-35-realise-human-rights). Commission staff also participated in discussions about human rights in the e-festival of ideas, which is an online youth conference run by Vibewire. Summary of workshop discussions What were the main human rights issues raised by participants in the workshops? Workshops with children and young people and youth advocates provided an opportunity to discuss which human rights are important to young people, and why. The discussion in this part of the workshop corresponded to the first two questions posed by the National Human Rights Consultation. Given the variety of backgrounds of workshop participants, it is not surprising that a wide range of human rights issues were discussed. However, some issues were raised a number of times, as follows: Equality and freedom from discrimination Participants thought that it was important for all people to be treated equally and to not be discriminated against because of their race, religion, ethnicity, culture, sex or any other factor. Some participants gave examples of when they thought their treatment before the law had been unequal because they were young. For example, it was felt that magistrates might give more weight to the opinion of an older person over a younger person. One or two participants felt that some minority groups should not be given special treatment. Another participant suggested that measures such as the Northern Territory Intervention should not be applied to certain groups based on their race; rather, if the government felt that measures should be taken in response to a particular problem, those measures should be applied to all people on an equal basis. GBLTI participants were concerned that people who are transgender and sex diverse are not covered by the law. One or two participants raised the difficulties faced by transgender people seeking recognition of their identity on official documents. They thought that this represented a breach of the right to be treated equally before the law. Some participants thought that everyone should be entitled to marry whomever they want to regardless of their sexual preference. Some Indigenous participants told of being treated differently because of their Aboriginal background. One young Sudanese participant said they had experienced conflicts between their culture and Australian culture, which impacted upon their right to a fair trial and to equality before the law. For example, they were assumed to be guilty or lying because they do not make direct eye contact in their culture. Several participants raised examples of racial vilification, particularly towards members of the African community. This included letter drops of race-hate material and the placement of race-hate literature in the childrens section of the library. The right to education Participants across Australia identified various aspects of the right to education as very important to them. Availability Participants from workshops in remote areas of Australia expressed concerns that children and young people in remote areas do not enjoy their right to education on an equal basis with young people in urban areas. Likewise, these young people felt that the range of subjects offered is more limited than in urban schools and that teachers were often young, inexperienced and transient. Indigenous participants thought that they should be able to go to a school that is not too far from their home. They said that moving young people away from their homes and their families makes them homesick. Boarding schools do not suit everyone, so schools should be available in local areas. Where students live in very remote communities they should have boarding schools that are not so far away so that students can go home on weekends. Accessibility Many participants noted the interconnectedness between the right to education and many other rights. Young people identified several barriers to accessing and remaining in education, such as: lack of stable housing limited support for young women who are pregnant or parenting lack of access to affordable childcare lack of access to an adequate standard of living and not being able to afford a school uniform (for example, one young person told her story of being expelled on the last day of school for not wearing the correct uniform) inaccessible services for young people with disability the difficulties for some young people to obtain parental consent at school when they have run away from home or their parents are absent. Young people also identified a cascading effect when basic education is not accessible. That is, if a young person is unable to access education, they might be unable to access work, which leads to no money for housing, food and other things needed to fully enjoy their human rights. Adaptability Participants from culturally and linguistically diverse communities thought that education about different cultures should be included in schools. Young people thought that more language officers or teachers should be in touch with students of different cultural backgrounds. Other young people from refugee and migrant backgrounds expressed a need for teachers aides in the classroom similar to teachers aides provided for young people with disabilities in schools. They reported that children from refugee and migrant backgrounds cannot always understand what is going on in the classroom. This can lead to bad behaviours, which can lead to expulsion or suspension from school. Participants felt that the cause of this frustration an inability to fully understand Australian English should be addressed. The Commission heard a number of stories of school yard discrimination and bullying on the grounds of sexual orientation, race and for failing to conform to stereotypes. Bullying was often mentioned by participants as a problem within schools. One participant described an occasion where bullying within school had led to suicide. Many young people thought that more should be done to prevent bullying in schools. Some participants raised the issue of discrimination in schools against young GLBTI people. This was especially of concern for those who were transgender. Participants gave examples of having to use communal showers and toilets being deliberately locked so that they could not change discretely. Bullying and racial discrimination also extended to university students. Participants who were international students gave examples of physical and verbal abuse both on and off the university campus. Many participants thought it was important that human rights education be included in the curriculum. This is discussed in further detail below. Acceptability Indigenous participants and participants from refugee and migrant backgrounds discussed the importance of education which is culturally appropriate and non-discriminatory. In particular, young people in Indigenous-specific workshops valued the right to speak and learn their own language and culture in school. In particular, they thought that the four hours of mandatory English in Northern Territory schools discriminated against Indigenous students affected by this policy. Indigenous young people thought it was unfair to impose English as mandatory on people for whom this is neither the first language nor the language that transmits the culture. No school policy or other policy should stop people from speaking in their mother tongue. Young people from refugee and migrant backgrounds and their advocates emphasised the importance of recognition of prior learning, and also of ensuring culturally sensitive and inclusive teaching practices. The right to be safe and free from violence Many young workshop participants thought that their right, and the right of others, to be safe from violence was important. Young Indigenous people felt that there needed to be more police presence in smaller remote communities to ensure that communities feel safe. Homeless participants described the high levels of violence faced by some young people who are homeless. Domestic violence was an issue of concern amongst many participants, having experienced it themselves in an abusive relationship or having witnessed it between their parents. Some participants had experienced serious and ongoing domestic violence within their families. For example, one 13-year-old participant had grown up in a violent household and had left his family home as a result. Another 20-year-old participant was living in a refuge after growing up in a house with domestic violence. At one workshop, a high proportion of the young women who attended the workshop had experienced domestic violence and had fled abusive relationships. Several participants raised the issue of child abuse and the need for children to be cared for in appropriate alternative settings if they are subjected to abuse in the family home. GLBTI participants raised concerns about violence, especially in relation to homophobic violence, and emotional violence and abuse. Transgender participants mentioned the importance of being protected from institutionalised violence, such as being put into gender appropriate cells in prison. Young people from refugee and migrant backgrounds also expressed concerns about being subjected to both physical and verbal violence. In particular, international students expressed fear about walking around at night. The right to not be separated from your family Young Indigenous people felt that where parents are unable or incapable of looking after their children, the government has a role to intervene and children should be placed with the right family members. In cases of child abuse or neglect the child should not be further punished by being moved far away from family and country. Some participants described having negative experiences with the child protection system. One participant believed that she had been discriminated against and stereotyped as a bad parent because she had been a foster child herself. Her children had been removed, including one within 24 hours of birth. She felt that she had not been given the chance to prove herself as a mother, had not been given counselling, and her right to participate in decision-making had been breached. The right to work and fair working conditions Many participants expressed the desire to work but had difficulties accessing jobs. One young participant could not get a job or a place to sleep. She had a history of violence and a criminal record. She had been on the streets since she was 12, and felt that she had not been given a fair go. Others also discussed difficulties in getting a job. One participant expressed concern that if you turn up late to an interview, you are not given a second chance. Some participants found it difficult to work when they were homeless and found it difficult to negotiate getting to work or to an interview. Some participants mentioned discrimination experienced by young people from refugee and migrant backgrounds in looking for work and from job network services. They also felt that it was important that employment was appropriate and fell within the young persons skill set. Some participants expressed a view that young people were being exploited in the workplace and in traineeships being treated as cheap labour and not being paid the same rates as adults when they were doing the same, if not more, work. They felt that this was not fair and that if they were doing the same amount of work, they should not be discriminated against in terms of pay. Some participants had also experienced that when they turned 21, they were too expensive to be employed. International university students gave examples of being unfairly taken advantage of in the workplace and being paid less, just so that they can get a job. They also thought that the restrictions placed on student visas should be more lenient. One participant gave the example of an international student who was placed in an immigration detention centre for a week over Christmas because, on one occasion, he worked an extra two hours to cover for a work colleague, and in doing so breached his student visa conditions. Police harassment Police harassment was identified by participants across Australia as a major issue. Several participants felt that police pick on young people for fun and that there was nothing that young people could do: My brother was just walking down the street with his friends the police officer said to him Ive been doing this for so long, I know how to pick youse. And, like, just because of the way they were walking and the way they were dressed. He had a backpack on. The police pulled over and said whats in your backpack, let me look in your backpack. Young Indigenous people felt that they were discriminated against or hounded by police. They also felt that they should not be questioned by police unless they have an elder or a parent with them, and they should be informed of their rights before being questioned. Participants from African communities raised issues of police harassment and racial discrimination. Some mentioned the use of move on powers by police. It was felt that this was used against young people who are homeless, young African people and young people generally because of their age. As one homeless participant stated: This is where we live so how can we not be in the streets here? Access to services Many participants identified difficulties in accessing various services. Economic, social and cultural rights were often raised as being the most important rights for young people. There was a strong awareness that these rights were interconnected and that there are flow-on effects if one right is violated. The security of having a job to pay for your house, to pay for food, to pay for your health care, to have you finish off your education theres so many intertwined things. Housing and shelter Many participants emphasised the importance of access to shelter and the right to an adequate standard of living and highlighted problems with homelessness in both rural and urban areas. Several participants felt that homelessness was perhaps less visible in rural areas, but that people at risk of homelessness in rural communities are disadvantaged in that they do not have access to as many support services as people in urban areas. Several participants described difficulties they have experienced in accessing shelter, and problems faced by homeless young people and members of the GLBTI community in accessing housing. Some participants felt that there needed to be alternative accommodation available for victims of domestic violence. Participants from Toowoomba stated that there was no place for young pregnant women to go when they needed emergency crisis housing. The womens shelters would not take them if they were under 18, and the mixed young peoples shelters would not take them if they were pregnant, out of concern about the potential risks to the unborn child in that environment. With me being a mum of a little boy my main focus is housing and food its just survival mode. The lack of housing for Indigenous people was also raised as an area of concern by some participants. Mental health services Participants identified the high need, but inadequate funding for, counselling and mental health support services. Some participants also felt that it was especially difficult for people with mental illness to find a place to live. Health care Many participants agreed on the importance of a right to adequate health care. Some participants were concerned about the lack of health services for Indigenous people. Young mothers were concerned about waiting times in hospital (citing examples of up to 6-10 hours duration). They felt that hospitals were inefficient and there were not enough staff or beds. Participants from rural and remote areas were concerned about the fact that their remote communities do not have equal or adequate access to health services including GPs and hospitals. Participants gave examples of lengthy doctors waiting periods, hospitals being located far away, and of not being listened to when visiting a doctor. One participant raised concerns about difficulties faced by young people in rural and remote areas in getting access to adequate, safe and confidential advice and services related to safe sex, contraception and abortion. Another raised concerns about the lack of adequate access to youth de-tox services in rural and remote areas. Some participants gave examples of the importance of access to health care such as the stigmas associated with body image and reduced self-esteem. Adequate standard of living One participant stated that the Centrelink rates of social security payments were insufficient to provide for an adequate standard of living for families. Participation in decisions that affect young people Some participants mentioned the problem of young people not being listened to and their views being disregarded. Participants generally agreed that young people should be given greater opportunities to participate in decisions that affect their lives. One participant gave the example that young people should have a say in decisions such as designing public spaces. Participants mentioned that participation should not be merely lip service and that decisions should not already be made when the consultation process begins. This right was also thought to be important in terms of move-on laws which often affect young people on a disproportionate basis. The right to language, culture and religion Several participants who had come to Australia as migrants raised the importance of being able to speak their native language and practice their own culture, and also to be able to access services in their own language. There was concern expressed that current measures to address these issues were tokenistic. One participant told of being laughed at for speaking another language. Some Indigenous participants emphasised the right to practice their languages and culture both in the school environment and in other places. They thought that no school policy or other policy should stop people from speaking in their mother tongue. If such policies were to be introduced, they would destroy Indigenous society. Some participants thought it was important to be able to practice your religion and not be harassed about it. The right to privacy Transgender participants thought that it was important that their gender history was kept private. They also mentioned the importance of privacy in places such as the changing rooms in schools. Several participants thought that the right to privacy was very important, particularly given the development of new technologies (such as social networking sites on the internet). Some participants expressed the need for laws to remain current with technological development. The right to country Indigenous participants thought that it was important that Aboriginal people should be able to fish on their country, and should not have to obey laws about fish size or bag limits that apply to other people who are not traditional owners. For example, Yolngu people have a right to the fish and take other resources from Yolngu land and they should not have to obey Australian laws and by-laws about hunting and gathering on this land. Other issues Other human rights issues which were raised by young people included: access to water the rights of prisoners to fair treatment child protection the right not to be separated from family the rights of non-biological parents in same-sex relationships the rights of section 457 (temporary worker) visa holders the rights of victims of crimes the right to a fair trial the rights of people with disability freedom of expression environmental rights and the effects of climate change. What were some ideas for better protection of human rights raised by workshop participants? At most workshops, participants were asked to discuss their ideas for addressing the human rights issues they had raised. Common ideas were as follows: Better human rights education At school Many children and young workshop participants thought that there needed to be a change in attitudes in Australia. It was suggested that one of the ways this could be done was through human rights education both in the school system and through community education. Several participants thought that this should be done as early as possible in kindergarten and when children are learning literacy and numeracy. Young participants felt that, although you might not be able to change peoples opinions, you could give them a better perspective of human rights. For example, some participants emphasised the need for GLBTI issues to be taught at school and to teachers. Participants from refugee and migrant backgrounds emphasised the need to teach about different cultures in the classroom. Many participants said that human rights education should begin at school: Human rights [education] would be better than tricky algebra [School] should have a whole class for [human rights education] [Human rights education is] not just for yourself but so you know what other peoples rights are so you have to respect the other person because of their rights [Human rights education] might even help with bullying. Some participants said that subjects such as Society and Environment, Legal Studies and events such as Harmony Day or Refugee Day (where they learn about other cultures) were a good way of educating about human rights. However, some participants did not feel as though they had been taught enough about specific human rights through those avenues. Another participant noted that anything they learn in school about human rights issues is focussed on other countries, not Australia: It never seems to have anything to do with close to home, its always Iraq, Rwanda, Chernobyl. He wondered why human rights are not talked about in connection with matters closer to home such as the cost of basic necessities and the inadequate level of social security payments. One participant suggested a solution following the example of American schools. They thought that if Australia could set up an ally system to connect schools in the region, they could connect different communities and strengthen minority groups. One participant suggested that human rights education should be provided to young people who are not in mainstream schools or who may not be attending school regularly. For teachers, employers, police and courts Some participants thought that there needed to be funding in order for teachers to be trained in teaching human rights in the classroom. Many participants thought that there should also be specific education or training on human rights obligations and cultural diversity for employers, employees, police and the courts. For the community Many participants thought that more was needed in order to address community attitudes and to target stereotypes and racism. In terms of community education, participants thought that initiatives such as television advertising, video games, internet and public forums could be used to change attitudes. One participant mentioned that there should be an advertising campaign on the causes and effects of discrimination and domestic violence in the same way that there are advertisements about the effects of smoking, sun-tanning and drug use. Some participants thought that there needed to be increased education about the rights of members of the GLBTI community. Better leadership was raised as a means to send out a human rights message. It was suggested that Kevin Rudd should go on television and talk about human rights. Some participants also thought that there should be a federal Minister for Human Rights which would place human rights high on the agenda. Some participants thought that there should be more workshops about human rights similar to these Commission workshops and that more funding should be given to the Commission to conduct its educative role. Others thought that there should be more regular consultation on human rights issues in order to draw attention to issues of concern in the community. This, it was thought, would be a proactive way for government to engage with vulnerable groups to identify major concerns. A number of participants said that young people need to know what their human rights are, and to assist with that, it would be a good idea to have all our human rights listed in one area. Some participants thought that signs about childrens rights should be put up in train stations so that young people knew their rights if they encountered police or a transit officer. Several participants thought that there should be more social inclusion of people from culturally and linguistically diverse backgrounds and GLBTI and other minority groups as this is when you learn. Some Indigenous participants thought that government should provide education about child neglect and protect children when their parents are unable to look after them. School programs to address bullying Many children and young people suggested that there need to be measures that address discrimination and bullying in schools. Some ideas included: mediation processes in schools for bullying changing terminology for bullying bullying sounds too young and not serious enough for the effect it has anti-bullying policies at schools. Legal protections for human rights Some participants expressed the view that protection of human rights in Australia was currently only tokenistic. Some participants suggested that there should be stronger legal protections for human rights. Some thought that there should be a national Human Rights Act, while others stated that there should be a new law with all human rights set out in a clear and specific way. Some participants who raised this said that it was important that this law was not just words. Any Human Rights Act needed to have real teeth and be community-driven. One participant thought that because there was no Australian statement of human rights, it was hard to know what their rights were. He thought that at a minimum there should be some statement of rights in Australia. Some participants thought that it was important to be able to enforce your human rights. Other participants thought that there should also be corresponding responsibilities. However, one participant was concerned that a national law might be used by criminals to beat the system. Others expressed concerns about limiting human rights by defining them too narrowly, or not being able to change them in the future. Some participants felt that there needed to be more transparency in government. One participant suggested that there should be a stronger body charged with monitoring human rights in Australia in order to keep the Australian Government more accountable. Another participant emphasised the importance of making sure that governments are held accountable for implementing the obligations they have agreed to which relate to economic, social and cultural rights. He noted that human rights are not just about restraining government action, but are also about placing positive obligations on government to act to ensure that rights are fulfilled. Legal protections for young people and their families Some participants thought that there should be enforceable remedies for young people being exploited in traineeships. Other participants thought that there should be a mechanism to challenge the use of move on powers, especially when they discriminate against young people who are homeless or on the basis of race or age. One participant thought that laws should be strengthened to prevent domestic violence. Another thought that it should be illegal for parents to hit their children. Legal protections for GLBTI young people Some participants thought that state and federal discrimination laws should be amended to provide coverage for people who are GLBTI. Legal protections for Indigenous peoples Indigenous participants thought that police and others should be provided with more information about Aboriginal customary law, especially as it applies to Aboriginal marriage and consent to a relationship. In addition, Indigenous participants thought that there should be special laws for Aboriginal people so they can practice their culture. They thought that government should make a commitment to value Indigenous language and culture. They also thought that laws should be changed so that Aboriginal people have particular rights to the resources on their country, and this information should be made available to all Aboriginal people so they know what the rules are. Young people should have more say in decisions that affect them A number of participants felt that children and young people should have more say in decisions that affect them, and that this would improve protection of human rights. As one participant suggested, everyone should have a say. Participants thought that there should be increased access to information, and that if young people were made aware of processes, they could be involved in the decision-making processes that affect them. Some young people were concerned that children and young people did not know where to go if they felt that their human rights had been breached. Several participants said that there was a need for greater access to advice about what children and young people can do when their human rights have been breached. Primary school children suggested that: There needs to be an organisation that listens to parents and kids and you need to be able to walk or drive there! We need a big complaints box at school. There was also recognition that children may need an adult that they trust, and who understands them, to speak up for them, or to help them when their human rights have been violated. There were also suggestions that the voting age be lowered so that young people can have their say in elections. Relations between young people and police Many participants suggested ways of improving relations between young people and police, and protecting young peoples rights. These included: education for young people, such as a police in schools program; more information for young people about their rights, especially in regard to police questioning and what they can do if they are harassed by the police education and training for the police, courts and other people in positions of authority including training on social inclusion and cultural diversity; respect for human rights and training about the law so that police do not question young people who are underage without an adult present; training in child development youth community liaison officers to assist young people when they are detained or when police want to question them greater accountability of the police and people in positions of authority such as greater power for the Ombudsman in relation to complaints made about the police or a separate body from the police to inform police that they need to protect human rights increased government funding of police stations in small communities. Indigenous participants in remote communities thought that if there are more than 50 people in the community there should be a local police officer. Appropriate funding and access to services A number of participants across Australia thought that there needed to be appropriate funding for all initiatives to protect human rights. Some participants thought that there should be increased rates of social security payments to ensure an adequate standard of living for all people in Australia. Rural and remote communities Participants in rural and remote areas, were unanimous in supporting the need for greater access to basic services in particular in terms of education, health care and support services for people at risk of homelessness. Indigenous participants thought that government should use technology to bring quality drinking water to communities, even if they are small. People have the right to be on their land and should not have to leave because the drinking water is bad. Indigenous participants thought that government should provide resources for remote communities and make sure that all people are able to live healthy lives. People with disability Participants suggested that there was a need for more public housing and support services for young people who are homeless or have a mental illness. One participant thought that more employers should link people with disability to specific disability support agencies, as these agencies can train and help people with a disability to perform certain jobs. Some participants thought that buildings needed to be made more accessible for people with disabilities. People who are homeless One participant who had moved out of home because of domestic violence thought that more public housing should be made available to young people who are homeless. Another young person living in a refuge said that government agencies should work faster to help people at risk of homelessness. If homeless people could get into public accommodation more quickly, they would have an address they could use to receive social security payments. Young people One participant thought that there should be more support services (accommodation, police support, child protection, psychological counselling) for young people subjected to domestic violence, homeless young people and young people with mental illness. 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