A/HRC/37/33 experienced stressful situations may show changes in behaviour, emotions and social relations. In this respect, child-friendly spaces, where children can play and have access to recreational, leisure and learning activities, should be created, even in humanitarian situations. Such nurturing environments can provide educational and psychosocial support, and help to restore a sense of normality and continuity for children. D. Participation 22. According to article 12 of the Convention on the Rights of the Child, all children have the right to be heard and to participate in decision-making that affects their lives. In its general comment No. 12 (2009), the Committee on the Rights of the Child stated that the right embodied in article 12 does not cease in situations of crisis or in their aftermath. 23. Children can play an important role in the response to an emergency. Humanitarian efforts are more effective, sustainable and efficient when children are involved in their assessment, design, implementation and monitoring. Children are active participants in their families and communities, and should be seen as agents of change rather than being relegated to passive or dependent roles. A survey conducted in the context of the World Humanitarian Summit found that, in the Syrian Arab Republic, 83 per cent of child participants would participate in relief efforts if given the chance.9 24. The way children highlight or prioritize needs and risks is different to that used by adults, and their participation is a vital means of ensuring accountability and effectiveness. In its general comment No. 12, the Committee on the Rights of the Child pointed out that participation also helps children to regain control over their lives, contributes to their rehabilitation and gives them a sense of identity. Children should play an active role not only in capacity-building and preparedness but also during humanitarian responses, and in post-emergency reconstruction and post-conflict resolution processes. Their views should be sought in the assessment, design, implementation, monitoring and evaluation of programmes. 25. The participation of children cannot be assured in a vacuum; it requires time to build mutual trust and confidence among children, especially those who have been marginalized, and two-way skill development. Children need to be supported in the development of skills required to work together. As the International Movement ATD Fourth World pointed out in a submission to OHCHR, children might not be used to having their views heeded, and need support in developing the tools to analyse their rights and assume responsibilities. 26. A recent report commissioned by the World Humanitarian Summit Advisory Group on Children found that children in various emergency contexts felt frustrated at not being allowed to help or contribute. They also indicated that their main priorities during emergency situations were education and protection.10 IV. Challenges for children in humanitarian situations A. Separation from families 27. Humanitarian situations increase the likelihood of children becoming separated from their families, and living unaccompanied. Such children are among the most vulnerable of all those affected by emergencies, given that they have lost the care and protection of their caregivers. In a submission to OHCHR, the Refugee Rights Data Project explained that separated and unaccompanied children may assume adult roles, and be burdened with responsibilities beyond their age; they are thus vulnerable to physical and psychological 9 10 6 World Humanitarian Summit Advisory Group on Children, Putting Children at the Heart of the World Humanitarian Summit, 2016. Ibid.