Objectives:
The main question of the presented research was whether, and how, the children’s rights, contained in the Convention, are included in the statutes of primary and secondary schools, in the chapters on the rights and obligations of the student. The aim was to determine to what extent the persons who are the authors of the statutes understand the idea of children's rights and express it in the created documents.

Material and methods:
The research was preceded by an indication of the legal grounds for constructing the school statute, a discussion of the catalog of children's rights in the light of the Convention and in the context of the competences of schools. The research was carried out using the technique of document analysis – quantitative and qualitative, and the method of critical discourse analysis.

Results:
The analysis of the documents, in our opinion, showed that the school statutes in the part concerning the rights of the child, despite the passage of years from their creation and the two changes in the law (in 2001 and in 2017), remained unchanged, and their provisions, in the vast majority, have not been changed. they are original formulations, responding to the needs of a particular school, and they are not adequate to modern standards in understanding and disseminating children's rights.

Conclusions:
The results of the conducted research made us very clear how far there is a long way to go for people who work to promote children's rights and protect them as fully as possible in every aspect of life. They showed that there is a problem with understanding and describing the idea of children's rights, and on a large scale.