Reports

The 67-page report, “‘I Was Hit So Many Times I Can’t Count’: Abuse of Child Athletes in Japan,” documents Japan’s history of corporal punishment in sport – known as taibatsu in Japanese – and finds child abuse in sports training throughout Japanese schools, federations, and elite sports. In interviews and a nationwide online survey, Japanese athletes from more than 50 sports reported abuses that included being punched in the face, kicked, beaten with objects like bats or bamboo kendo sticks, being deprived of water, choked, whipped with whistles or racquets, and being sexually abused and harrassed.

The 65-page report, “‘It Wasn’t Really Safety, It Was Shame’: Young People, Sexual Health Education, and HPV in Alabama,” documents the Alabama state government’s failure to provide young people with comprehensive, inclusive, and accurate information on sexual and reproductive health. Human Rights Watch also found that the state is not addressing barriers to the human papillomavirus (HPV) vaccine – an effective tool to prevent several types of cancer – and that vaccination rates throughout Alabama remain low.

The 69-page report, “‘You Have No Right to Complain’: Education, Social Restrictions, and Justice in Taliban-Held Afghanistan” focuses on the everyday experiences of people living in Taliban-held districts and Taliban restrictions on education, access to information and media, and freedom of movement. The Taliban’s widespread rights abuses in areas it controls raise concerns about their willingness and ability to keep commitments on rights in any future peace agreement

The 61-page report, “‘I Want to Continue to Study’: Barriers to Secondary Education for Syrian Refugee Children in Jordan,” documents increasingly difficult obstacles to education the further Syrian refugee children progress in school, with enrollment rates collapsing from nearly 90 percent in primary classes to just 25 to 30 percent in secondary school, according to governmental and United Nations data. With UN support, Jordan has created humanitarian education plans for Syrian refugees that aim to increase enrollment overall, but without specific secondary-school enrollment goals. Few foreign donors support secondary education. Informal education programs hosted by nongovernmental groups only reach a tiny fraction of children, Human Rights Watch found.

The 44-page report, “‘They Talk to Us Like We’re Dogs’: Abusive Police Stops in France,” documents repetitive, baseless police stops targeting minorities including children as young as 10, older children, and adults. These stops often involve invasive, humiliating body pat-downs and searches of personal belongings. Most stops are never recorded, the police don’t provide written documentation or usually tell people why they were stopped, and measures to improve accountability have been ineffective. Several of the children and adults interviewed said police used racial slurs.

The 43-page report, “‘No One Cared He Was A Child’: Egyptian Security Forces’ Abuse of Children in Detention,” documents abuses against 20 children between the ages of 12 and 17 when they were arrested.

The 91-page report, “China’s ‘Bilingual Education’ Policy in Tibet: Tibetan-Medium Schooling Under Threat,” examines the Chinese government’s rollback of minority education rights in Tibet under the guise of improving access to education. It highlights compulsory “bilingual” kindergartens that immerse Tibetan children in Chinese language and state propaganda from age 3, in the name of “strengthening the unity of nationalities.” These developments reflect an assimilationist policy for minorities that has gained momentum under President Xi Jinping’s leadership.

This report documents the arbitrary detention of street children for periods of up to six months at Gikondo Transit Center, in Kigali, the capital. It follows three Human Rights Watch reports in 2006, 2015, and 2016 on transit centers, including Gikondo, where ill-treatment and beatings are common. Since 2017, a new legal framework and policies under the government’s strategy to “eradicate delinquency” have sought to legitimize and regulate detention in so-called transit centers. But in reality, this new legislation provides cover for the continuing arbitrary detention of, and violations against, detainees, including children.

This report analyzes the Senegalese government’s policy, programming, and judicial efforts from 2017 to 2019 to address abuses against talibé children living in traditional Quranic boarding schools. It sets out a roadmap to end forced begging and abusive conditions in the Quranic schools, known as daaras.

This report documents how Bangladesh prohibits aid groups in the refugee camps in the Cox’s Bazar district from providing Rohingya children with accredited or formal education. There is no secondary-level education, and groups are barred from teaching the Bengali language and using the Bangladesh curriculum. Rohingya children have no opportunity to enroll in or continue their education at private or public schools outside the refugee camps.

This report documents discrimination and barriers to education in the country’s public school system for most children with disabilities. A major obstacle is a mandatory government medical test that can exclude them from education altogether, the groups found. Additional barriers include inaccessible school buildings, discriminatory attitudes of school staff, and lack of adequate training for teachers and school administrators in inclusive education methods.

This report documents how Nigerian authorities are detaining children, often based on little or no evidence. Children described beatings, overwhelming heat, frequent hunger, and being packed tightly in their cells with hundreds of other detainees “like razorblades in a pack,” as one former detainee said.

The 80-page report found that examiners whose job is to certify a child’s status as a minor – that is, under age 18 – do not comply with international standards. Human Rights Watch found that examiners use various justifications to deny children protection. These include children’s minor mistakes with dates, their reluctance to discuss particularly traumatic experiences in detail or work they did in home countries or while in transit, and what examiners deem as unrealistic life goals.