Purpose of the Project Children spend most of their time in different learning institutions. Educators should therefore be aware of the major issues and problems affecting these children. Many parents and guardians believe that their children are safe whenever they are in school (Scholes, Jones, Stieler-Hunt, & Pozzebon, 2012). However, statistics show that more children and adolescents face numerous challenges that affect their lives (Quennerstedt, 2010). The “National Child Abuse and Neglect Data System (NCANDS) indicates that around 8 out of 1,000 children suffer neglect in different learning institutions” (Scholes et al., 2013, p. 104). Physical, emotional, sexual, and psychological abuses have increased within the past twenty years (Crosson-Tower, 2003). As well, most of the mistreatments are never reported thus affecting the future outcomes of more children. These statistics therefore explain why there is need to address every case of child abuse in school. The purpose of this project is to identify new programs that can deal with abuse in different learning institutions. The move will play a positive role towards supporting the rights of more children. Projected Goals and Outcomes   * The study will analyze the nature of child abuse in different educational settings.   * The study will examine the current gaps and obstacles affecting the welfare of many children in different schools.   * The final report will present powerful programs and suggestions that can be used to deal with child abuse in every school. Project Activities Several activities will be executed in order to get the best studies. To begin with, a detailed literature review will be conducted in order to understand the nature of this problem. Evidence-based findings will be consulted in an attempt to identify the major programs used to deal with child abuse in different learning institutions (Scholes et al., 2012). Different educationists and communities will be consulted during the study period. Such stakeholders will present powerful suggestions that can be used to support the rights of more children. The gathered information will be used to develop a powerful model for safeguarding the rights of children in every school. Rights-Based Approach to the Project Children are “usually immature, young, naive, and delicate” (Shannon, 2012, p. 3). Such children are also “abused by individuals such as parents, relatives, educators, and community members” (Shannon, 2012, p. 11). Crosson-Tower (2003) argues that “many children are abused by individuals who are expected to take care of them” (p. 4). This situation explains why it has been impossible for many communities and institutions to tackle the problem of child abuse. Many children are also unable to achieve their potentials because their rights are ignored by the society (Scholes et al., 2012). Many children suffer different forms of abuse in their respective learning institutions. Many activists have observed that “some teachers and older students abuse these children” (Scholes et al., 2012, p. 124). Many small children have continued to endure inhumane conditions. Their dignities are usually assaulted thus making it impossible for them to realize their potentials (Crosson-