All Concepts
Human Rights

Citizenship and Statelessness

What citizenship really means, how people get it or lose it, and what happens to the millions of people who belong to no country at all — people the world calls stateless.

Core Ideas
1 Every person deserves to belong somewhere
2 Being 'from' a country is part of who we are
3 Some children in the world have no country — that is not fair
4 Names, papers, and places help us belong
5 Every child is important, with or without papers
Background for Teachers

Young children begin to understand belonging early. They know which family they are part of. They know the language they speak at home. They know the street where they live. For most children, being 'from' somewhere feels natural and obvious. But not all children have this. Around the world, millions of children grow up without being a citizen of any country. They have no passport. They cannot go to school in many places. They cannot see a doctor easily. They cannot travel. When they grow up, they cannot get a job, open a bank account, or marry legally. All because, on paper, they belong to nowhere. At this age, the goal is a simple idea of fairness. Every person deserves to belong somewhere. Every child deserves a name, a country, and papers that say who they are. When some children have these things and others do not, that is not right. Do not make this topic heavy or frightening. But do let children begin to feel what belonging means, and to understand that some children in the world need extra kindness because the world has forgotten to write them down. Handle carefully in classrooms where children may be undocumented, stateless, or from families without papers. Do not ask any child about their own documents. Focus on general fairness, not on individual situations. No materials are needed.

Classroom Activities
Activity 1 — Where are you from?
PurposeChildren reflect on belonging and what it means to be from somewhere.
How to run itAsk the children: where are you from? Let them answer in any way they like. Some may say a country. Some may say a town or village. Some may say a street. Some may say 'my family'. All answers are good. Ask: what does it mean to be 'from' somewhere? Discuss together. Being from a place can mean: being born there; your family being there; feeling at home there; speaking the language people speak there; sharing the food, the songs, and the ways of life. Being from somewhere is part of who you are. It helps you feel that you belong. Now ask a gentle question. What would it feel like if a person was not really from anywhere? If no country said, 'you are ours'? Imagine going to a place and being told, 'you do not belong here'. Imagine going to another, and being told the same. This is what happens to some children in the world. Discuss: everyone deserves to feel they belong somewhere. Everyone deserves a place that says, 'you are ours'. When this is missing, life becomes very hard. Finish with a simple idea: belonging is a right, not a favour.
💡 Low-resource tipDiscussion only. Handle sensitively, especially if any children may have complex backgrounds. No materials needed.
Activity 2 — Names, papers, and why they matter
PurposeChildren understand that papers are not just paper — they help people take part in life.
How to run itAsk: do you have a name? Of course. Everyone has a name. Your name is one of the first gifts you were given. It tells the world who you are. Ask: did someone write your name down when you were born? Most children will not know. Explain: when a baby is born, their parents usually tell the government the baby's name. The government writes it down on a paper called a birth certificate. This paper says: this child exists. This child has a name. This child belongs here. Many children in the world do not have this paper. Sometimes because the hospital was far away. Sometimes because the family had no money. Sometimes because of war or moving. Sometimes because the rules are unfair. Without this paper, the child is a bit invisible to the government. They may not be allowed to start school. They may not be able to see a doctor easily. When they grow up, they may not be allowed to work or travel. Discuss: papers are not just paper. They are how the world knows someone is there. When a child has no papers, it is not their fault. It is the world failing them. Every child, everywhere, deserves to be written down.
💡 Low-resource tipDiscussion only. Do not ask any child about their own documents. No materials needed.
Activity 3 — Making everyone feel they belong
PurposeChildren practise welcoming others and see that belonging is built every day.
How to run itAsk: when do you feel you belong? At home with your family. With your friends. In your class when someone says hello. At a place of worship. When someone remembers your name. When someone asks how you are. When someone invites you to join their game. Discuss: belonging is partly about papers and places. But it is also about the way we treat each other. Every day, we make people feel they belong — or we do not. A kind word. A smile. Remembering a name. Asking a question. Inviting someone to sit with you. Listening when someone speaks. Ask the children to think of one child in the class who might sometimes feel left out. Without saying the name. What could you do this week to help them feel more welcome? Explain: belonging comes from governments in some ways — birth certificates, passports, citizenship. But it also comes from ordinary people, in small actions every day. Both matter.
💡 Low-resource tipDiscussion only. No materials needed.
Discussion Questions
  • Q1When someone asks, 'where are you from?', what do you say?
  • Q2What makes you feel you belong somewhere?
  • Q3Why do you think people need papers to show who they are?
  • Q4How would you help someone who was new to your class feel welcome?
  • Q5What is one way you could make someone feel they belong this week?
Writing Tasks
Drawing task
Draw a picture of a place where you feel you belong. Write or say: I belong here because ___________. I can help others feel they belong by ___________.
Skills: Building a positive sense of belonging and practising welcoming others
Sentence completion
Every child deserves ___________. When someone does not have papers saying who they are, ___________.
Skills: Articulating fairness in belonging and documentation
Common Misconceptions
Common misconception

Every person in the world belongs to a country automatically.

What to teach instead

Most people do belong to a country from the day they are born. But not everyone. Around the world, millions of people — many of them children — are not citizens of any country. They have no passport and often no birth certificate. This happens for many reasons, usually not their fault. Without belonging to a country, life is much harder. Belonging to a country is not automatic — it depends on how governments decide who counts, and some people get left out.

Common misconception

Papers are not very important — what matters is the real person.

What to teach instead

The real person always matters most. But in the modern world, papers also matter in very practical ways. Papers help a person go to school, see a doctor, travel, work, and get help in emergencies. Without papers, a real person can be treated as if they are not there. Every person deserves both — to be valued as a real human being, and to have the papers that let them take part in normal life.

Core Ideas
1 What citizenship means
2 How people get citizenship — by birth or by becoming a citizen
3 What citizenship gives you
4 What statelessness means and how it happens
5 The scale of statelessness around the world
6 Why birth registration matters
7 How citizenship can be lost — unfairly
Background for Teachers

Citizenship is the legal link between a person and a country. Citizens usually have rights — to live in the country, to work, to vote (when old enough), to receive state services, and to come back after travelling. They also usually have duties — to follow the country's laws, sometimes to pay taxes, and sometimes to serve in some way. Citizenship is closely linked to nationality, though the words differ slightly in some legal systems. Most people get citizenship in one of two ways. The first is by being born in a particular country — called 'the right of soil' from the Latin. The second is by having a parent who is a citizen of that country — called 'the right of blood'. Many countries use a mix of both. A person can also become a citizen of a country later in life, a process called naturalisation. This usually requires years of living in the country, passing tests, learning the language, and swearing an oath. Rules for naturalisation differ widely between countries. Statelessness is when a person is not recognised as a citizen of any country. The United Nations Refugee Agency estimates that around 4.4 million people in the world are stateless, though the real number is probably much higher because many are not counted. Statelessness happens for many reasons. Sometimes a country breaks up and some people fall through the gaps. Sometimes a country changes its laws and removes citizenship from a group. Sometimes children are born in a country that does not give citizenship by birth, to parents who cannot pass on their own citizenship. Sometimes people flee and cannot prove who they are. Discrimination often plays a part — some countries deny citizenship to particular ethnic, religious, or language groups. Statelessness has serious consequences. Stateless people often cannot go to school, see a doctor, get a legal job, travel, marry, buy property, or open a bank account. Their children often inherit statelessness. They are easily abused because no state protects them. Some well-known stateless groups include the Rohingya of Myanmar (many of whom fled to Bangladesh after 2017), the Bidoon in Gulf states, Haitians in the Dominican Republic after a 2013 court ruling, and many nomadic and border communities worldwide. Birth registration is the first step toward citizenship for most people. Without a birth certificate, it is hard to prove who you are or where you were born. UNICEF estimates that around 166 million children under five — roughly a quarter of all children — have no registered birth. This is usually not the parents' fault. Registration may be expensive, far away, or require documents the family does not have. In some countries, children of unmarried parents, of minority groups, or of migrants cannot be registered easily. Citizenship can also be lost unfairly. Some countries have stripped citizens of their nationality — sometimes of whole groups, sometimes of individuals seen as enemies.

International law protects against this

No one should be deprived of citizenship if it would leave them stateless. But the protection is imperfect.

Teaching note

This topic touches complex and sometimes painful situations. Handle with care in classrooms where children may come from migrant, refugee, or undocumented families. Do not ask children about their personal documents. Focus on the fairness of the system and the humanity of everyone affected — not on specific cases in the room. Avoid framing that could make any group of people appear more or less 'truly' belonging.

Key Vocabulary
Citizenship
The legal link between a person and a country. Citizens have rights (like voting and working) and duties (like obeying laws) linked to that country.
Nationality
A closely related idea to citizenship — it is what country a person legally belongs to. In most systems the words are used very similarly.
Statelessness
When a person is not recognised as a citizen of any country. Around 4.4 million people worldwide are officially stateless; the real number is probably higher.
Birth registration
The official recording of a child's birth by the government. The first step toward citizenship in most countries. Around 166 million children under five have no registered birth.
Birth certificate
The paper that records a person's birth — their name, date, and place. Needed for many things in life: school, travel, work, and identity.
Naturalisation
The process by which someone born in one country becomes a citizen of another. Usually requires years of living there, passing tests, and taking an oath.
Passport
A document from a person's country that lets them travel to other countries and return home. Without a passport, international travel is very difficult.
Refugee
A person who has fled their country because of war, persecution, or serious danger. Refugees often still have citizenship of their home country, but cannot safely go back.
Classroom Activities
Activity 1 — How people get citizenship
PurposeStudents understand the main ways citizenship is acquired around the world.
How to run itExplain the main ways people get citizenship. (1) By being born in a country. In some countries — like the United States, Canada, and most of Latin America — any child born there is a citizen, whatever their parents' status. This is sometimes called 'the right of the soil'. (2) By having a citizen parent. In most countries — including most of Europe, Africa, and Asia — citizenship is passed from parent to child. A child born anywhere in the world can be a citizen if at least one parent is. This is 'the right of blood'. Many countries use a mix of both rules. (3) By becoming a citizen later. A person who moves to a country can apply to become a citizen after living there legally for a number of years — often five to ten. This is called naturalisation. Requirements often include good knowledge of the language, passing a test about the country, and swearing an oath. Rules differ hugely. Some countries make it easy. Some make it very hard. Some allow dual citizenship (being a citizen of two countries); some require giving up the old one. (4) By marriage, sometimes. In many countries, marrying a citizen can make it easier to become one — but almost never instant. Ask students: how did you get your citizenship? Most will have been born with it or through parents. Ask: what are the rules in our country? Use real examples from where you are teaching. Discuss: these rules are not natural laws. They are choices made by each country. Some countries have changed them, often after long debates. The US recently debated its 'birthright citizenship' rule. Many European countries have tightened naturalisation. Some Caribbean countries sell citizenship for investment. These are political choices, not facts of nature. Finish with a simple idea: citizenship feels like something a person just is. In reality, it is something a country decides to recognise. And different countries decide differently.
💡 Low-resource tipDiscussion only. Adapt to your country's specific rules. No materials needed.
Activity 2 — What citizenship gives you — and what life is like without it
PurposeStudents understand what citizenship means in practical terms by seeing what stateless people face.
How to run itAsk students to list what a citizen can do in their country. Build a list together. Live legally. Work. Go to school. See a doctor. Travel and return. Vote (when old enough). Open a bank account. Get married legally. Own property. Receive help if in need. Be protected by the police. Appear in court. Get a passport. Be buried legally when they die. Now ask them to imagine having none of this. This is what statelessness means. A stateless person may find that: their children cannot be registered at birth; they cannot enrol those children in school; they cannot see a doctor without paying a lot or being turned away; they cannot legally work, so they often work in the informal economy with no protection; they cannot travel, because they have no passport; they cannot vote; they cannot marry legally; they cannot own property; they have no country that will protect them from harm. Tell some specific examples gently. The Rohingya people of Myanmar have been denied citizenship under Myanmar law for decades, even though they have lived there for generations. Without citizenship, they have long faced restrictions on work, movement, and marriage. In 2017, hundreds of thousands fled violence to Bangladesh, where they now live in camps as stateless refugees. The Bidoon of Kuwait and other Gulf states — 'Bidoon' means 'without' — are people whose families have lived there for generations but were not included when citizenship was created after independence. They often cannot access state services and live on the margins of society. Children born to foreign parents in some Gulf states cannot get citizenship of the country where they were born, even after many years. Haitian-descended people in the Dominican Republic had their citizenship stripped by a 2013 court ruling, leaving many thousands stateless even though they had lived there all their lives. Discuss: statelessness is not just a technical legal problem. It shapes every part of a life. A stateless child cannot access what other children take for granted. A stateless adult is vulnerable to many kinds of abuse because no state will protect them. This is one of the most serious human rights problems in the world, even though it is rarely discussed.
💡 Low-resource tipTeacher presents cases verbally. Students discuss. Handle sensitively. No materials needed.
Activity 3 — Birth registration — the first step
PurposeStudents understand why birth registration is so important, and why so many children worldwide lack it.
How to run itStart with a fact. UNICEF estimates that around 166 million children under five — about one in four in the world — have no registered birth. Ask: what does this mean? It means these children have no birth certificate. No official record of who they are, when they were born, or who their parents are. No paper that can be used to start school, cross a border, or get any other document. Ask: why does this happen? Discuss several reasons. Distance. In many rural areas, the nearest registration office is hours away, or days. Families cannot easily leave work or home to travel there. Cost. Registration may be officially free, but in practice fees, bribes, or travel costs make it expensive. Documents needed. Some countries require a marriage certificate, a parent's ID, or other papers the family does not have. Children of unmarried parents may be harder to register. Discrimination. In some places, minority groups, migrants, or stateless parents are not allowed to register their children. War and displacement. Families fleeing conflict may have no way to register a new baby. Lack of awareness. Some families do not know that registration is important. Explain the consequences. An unregistered child is at higher risk of many harms. They may not get vaccines. They may not go to school, or only illegally. They may be trafficked more easily — there is no record to look for. When they grow up, they will struggle to get any official document because they have nothing to start from. Discuss progress. Many countries have made birth registration easier in recent years. Mobile registration units. Free registration by law. Simpler requirements. Online systems. Some countries have moved from below 50% registration to above 95% within a generation. Change is possible and is happening. Ask: what would you do if you were in charge of your country's system? Make it free, everywhere. Make it easy — not requiring documents families do not have. Bring registration to people, not forcing people to come to it. Link it to services children already use — health clinics, schools. Treat it as a basic right, not a bureaucratic task.
💡 Low-resource tipDiscussion only. No materials needed.
Discussion Questions
  • Q1How did you become a citizen of your country? Do you think the rules are fair?
  • Q2Is it fair that a child born in one country gets citizenship automatically while a child born in another does not?
  • Q3Why do you think some countries deny citizenship to certain groups who have lived there for generations?
  • Q4What is one right you have as a citizen that you would miss if you did not have it?
  • Q5Should it be easier or harder to become a citizen of a new country? Why?
  • Q6What should a country do about children born to stateless parents?
Writing Tasks
Task 1 — Explain and give an example
Explain what statelessness is and give ONE example of something a stateless person cannot easily do. Write 4 to 6 sentences.
Skills: Defining a concept and understanding its practical effects
Task 2 — Persuasive writing
Write a short piece (4 to 6 sentences) arguing that every child in the world should have a birth certificate, and explain at least two reasons why.
Skills: Persuasive writing on a practical human rights issue
Common Misconceptions
Common misconception

Everyone in the world is born with citizenship of some country.

What to teach instead

This is a common belief but it is not true. Millions of people are born without citizenship of any country. This can happen when a country does not give citizenship based on place of birth, the parents cannot pass on their own citizenship, and no other country accepts the child. It also happens when governments deliberately deny citizenship to a group — such as the Rohingya in Myanmar or the Bidoon in parts of the Gulf. Citizenship is not automatic. It depends on rules set by each country, and some rules leave people out — often on purpose, and often across generations.

Common misconception

If a person has lived in a country all their life, they must be a citizen of it.

What to teach instead

Long residence does not automatically bring citizenship. Many countries have people who were born and raised within their borders but are not citizens — because their parents were not, because of discrimination, or because of legal gaps. In some Gulf states, third-generation residents of foreign descent still cannot get citizenship. In the Dominican Republic, a 2013 court ruling stripped citizenship from people of Haitian descent even though they had lived there all their lives. Citizenship depends on legal rules, not on how long a person has been in a place. This is one of the main causes of statelessness around the world.

Common misconception

Stateless people do not exist in developed countries — it is only a problem in poor countries.

What to teach instead

Stateless people exist in every region of the world, including in wealthy countries. Europe has hundreds of thousands of stateless people, including some Roma communities and people who fell through the cracks when the Soviet Union broke up. The United States has stateless residents who cannot be deported because no country will take them but cannot become citizens. Japan, Thailand, and Australia all have significant stateless populations. Statelessness is often invisible in rich countries because it affects relatively small groups, but it exists — and the people affected usually have even fewer avenues for help because their situation is less recognised.

Core Ideas
1 Citizenship as a legal, political, and moral concept
2 Paths to citizenship — jus soli, jus sanguinis, naturalisation
3 The rise of modern citizenship and its exclusions
4 Statelessness — causes, scale, and lived reality
5 Case studies — Rohingya, Bidoon, Dominican Republic, Roma
6 International law on statelessness
7 Birth registration and the invisible millions
8 Debates about citizenship, belonging, and the future
Background for Teachers

Citizenship is one of the most fundamental and contested categories in modern political life. To teach it well, students need to understand its legal structure, its political history, its deep connection to human rights, and the lived reality of those it leaves out.

Concept and history

Citizenship is the formal legal bond between a person and a state. In modern practice, it carries rights (residence, work, political participation, consular protection, access to services) and duties (obeying laws, paying taxes, sometimes military service). Citizenship as we know it is relatively recent. For most of history, people belonged to empires, kingdoms, clans, or local communities with overlapping and sometimes weak central authority. The modern nation-state — and with it the sharp legal category of 'citizen' versus 'non-citizen' — developed in the 18th and 19th centuries, particularly after the French Revolution. It expanded globally with decolonisation in the 20th century, when new states had to decide who their citizens were. From the beginning, the category was exclusionary. Early 'citizenship' often excluded women, the poor, enslaved people, and ethnic or religious minorities. Struggles for inclusion — by women, racial minorities, Indigenous peoples, and others — have been central to political history in most countries. In some senses the category is still incomplete.

Paths to citizenship

Two main legal traditions shape how citizenship is acquired at birth. Jus soli ('right of the soil') grants citizenship to any child born within the country's territory. It is associated historically with the Americas — the US, Canada, Mexico, Brazil, and most Latin American countries apply some form of it. It tends to favour integration of migrants over generations, since their children and grandchildren automatically belong. Jus sanguinis ('right of blood') grants citizenship based on parentage. It dominates in most of Europe, Africa, and Asia. It allows citizenship to pass across borders — a child born anywhere can inherit citizenship from a parent — but tends to exclude long-term resident populations of different origin. Many countries use mixed rules, and some have shifted over time (Germany moved partly toward jus soli in 2000; some countries have moved away from it). Naturalisation — becoming a citizen by application after residence — is the other main path.

Requirements vary enormously

Some countries naturalise after five years of legal residence; others require ten or more. Some require language tests, civics tests, oaths, economic criteria, or renunciation of prior citizenship. Dual citizenship is increasingly accepted; a number of countries still prohibit it. Some Caribbean and Pacific states sell citizenship through investment programmes, a controversial practice.

Statelessness

Causes. Statelessness arises in several main ways. State succession — when empires fall or countries break up, some people fall through the gaps. The dissolution of the Soviet Union left hundreds of thousands stateless in former Soviet states. The partition of India and Pakistan produced lasting statelessness. Yugoslavia's breakup did the same.

Discriminatory laws

Some countries restrict citizenship by ethnicity, religion, or language. Myanmar's 1982 Citizenship Law excluded the Rohingya, treating them as 'non-national'. Gulf states have often excluded stateless Arabs (Bidoon) and children of foreign descent. Gender-discriminatory laws in around 25 countries still prevent mothers from passing citizenship to children on equal terms with fathers — one of the largest causes of new statelessness today.

Legal gaps

A child born to parents whose country uses only jus sanguinis, in a country using only jus soli for its own citizens, can end up with no citizenship.

Administrative failures

Children not registered at birth may have no way to prove their right to a citizenship they would otherwise have.

Deliberate stripping

Some governments have stripped citizenship from individuals or groups — often political opponents, foreign-born spouses, or those accused of terrorism. International law prohibits stripping if it leaves a person stateless, but protection is inconsistent.

Scale

UNHCR officially identifies around 4.4 million stateless people globally, but acknowledges the figure is incomplete. Many stateless people are not registered anywhere — by definition difficult to count. The true figure is probably substantially higher, perhaps 10-15 million. Some of the largest identified stateless populations include: the Rohingya (over a million, most now refugees in Bangladesh); the Bidoon (estimated 100,000+ in Kuwait alone); Roma in various European countries; former Soviet residents in the Baltic states and Central Asia; stateless people of Haitian descent in the Dominican Republic (up to 200,000 affected by the 2013 ruling); Palestinian refugees in several countries; and members of various borderland and nomadic communities worldwide.

International law

Two main UN conventions address statelessness

The 1954 Convention Relating to the Status of Stateless Persons (recognising basic rights for stateless people) and the 1961 Convention on the Reduction of Statelessness (requiring states to avoid creating statelessness). Both are important but under-ratified — fewer than 100 states are party to the 1961 Convention. The Universal Declaration of Human Rights (Article 15) states that everyone has the right to a nationality and that no one should be arbitrarily deprived of it. UNHCR runs a #IBelong campaign aimed at ending statelessness. Regional instruments (the European Convention on Nationality, the African Court's work, Inter-American Court rulings) have added protection in some regions. Progress has been real but slow. Some countries have changed laws to end statelessness for specific groups (Kenya's 2016 recognition of the Makonde, for example). Others have produced new statelessness (Myanmar's expulsion of Rohingya, recent citizenship-stripping laws in various countries).

Birth registration

UNICEF estimates that one in four children under five — around 166 million — have no registered birth. Sub-Saharan Africa has the lowest rates, with several countries below 50%. Registration is the foundation of legal identity; without it, claims to citizenship, education, healthcare, and adult rights are all weakened. Causes of non-registration include distance from offices, fees, required documents, discrimination, displacement, and lack of awareness. Interventions — mobile registration, free services, simplified requirements — have produced significant progress in many countries.

Contemporary debates

Several debates shape the future of citizenship.

Belonging beyond birth

As migration increases, what place should long-term residents have if they are not citizens? Proposals include easier naturalisation, voting rights for long-term residents, and 'denizenship' — intermediate status with strong rights.

Stripping for national security

Several countries — including the UK, France, Australia, Canada, Denmark — have expanded powers to strip citizenship from dual nationals convicted of terrorism or serious crimes. Critics argue this creates two classes of citizen. Supporters argue it is a legitimate national security tool.

Digital and biometric identity

As countries move to digital ID systems (India's Aadhaar is the largest), the risks and opportunities for stateless people change. Digital systems can include millions previously invisible — or exclude them more firmly if the systems require prior documentation.

Climate displacement

Rising seas may make some Pacific island states uninhabitable. Their citizens could become stateless if the state ceases to exist. This is a new category of statelessness for which international law is poorly prepared. Gender-discriminatory nationality laws. Campaigns to end laws that prevent mothers from passing nationality equally have made progress but persist in many countries.

Teaching note

This is a topic that touches lives directly in many classrooms. Some students may be from migrant, refugee, or undocumented families. Others may have complex identities that rules have treated awkwardly. Do not ask individual students about their citizenship status. Discuss statelessness as a systemic problem requiring thoughtful policy, not as a problem with the people affected. Treat the Rohingya, Bidoon, and others as fellow human beings whose rights have been denied — not as exotic or distant cases.

Key Vocabulary
Citizenship
The legal bond between a person and a state, carrying rights (residence, work, political participation, protection) and duties (obeying law, sometimes military service or taxes).
Jus soli
Latin for 'right of the soil' — the rule that grants citizenship to anyone born within a country's territory. Common in the Americas, rare elsewhere.
Jus sanguinis
Latin for 'right of blood' — the rule that grants citizenship based on parentage. Dominant in most of Europe, Africa, and Asia; sometimes combined with jus soli.
Naturalisation
The legal process of becoming a citizen of a country other than the one you were born in — usually after years of residence, tests, and formal procedures.
Statelessness
The condition of not being recognised as a citizen by any country. Around 4.4 million people are officially stateless; the true figure is likely higher, perhaps 10-15 million.
1961 Convention on the Reduction of Statelessness
The main international treaty aimed at preventing new cases of statelessness and reducing existing ones. Ratified by fewer than 100 states — among the most under-supported UN conventions.
UNHCR #IBelong campaign
A campaign launched by the UN Refugee Agency in 2014 aiming to end statelessness. Has produced progress in some countries but fell short of its original 2024 target.
Gender-discriminatory nationality laws
Laws — still in force in around 25 countries — that prevent mothers from passing nationality to children on equal terms with fathers. A major cause of new statelessness.
Denaturalisation
The stripping of citizenship by a state. International law prohibits it where it would leave someone stateless, but its use is expanding in some countries on national security grounds.
Climate statelessness
A new concern: some small island states may become uninhabitable or cease to exist due to sea-level rise, raising the question of what citizenship their people will hold.
Classroom Activities
Activity 1 — Jus soli, jus sanguinis, and the choices states make
PurposeStudents understand the different ways citizenship is granted at birth and the consequences of each.
How to run itExplain the two main rules for citizenship at birth. Jus soli — 'right of the soil' — grants citizenship to anyone born within the country's territory. A baby born in the United States is a US citizen, whether the parents are US citizens, legal migrants, undocumented, or tourists. Most of the Americas follow this rule, at least partly. Jus sanguinis — 'right of blood' — grants citizenship based on parents' nationality. A child born to German parents anywhere in the world can be German; a child born in Germany to non-German parents is not automatically German. Most of Europe, Africa, and Asia use this rule, often with modifications. Discuss the consequences of each. Jus soli tends to integrate migrants' descendants quickly. A child born to new arrivals grows up as a full citizen, with no ambiguity. This can reduce long-term inequality and build loyalty across generations. But it can also be seen as encouraging migration for citizenship purposes — the term 'birth tourism' has been used for parents travelling to give birth in jus soli countries. Jus sanguinis protects ethnic or national identity across borders. Citizens of a country who live abroad can pass citizenship to children, maintaining ties. But it can exclude long-term residents from full belonging. Germany before 2000 had significant populations of 'Turkish' residents who were third-generation Germans — born, raised, and educated in Germany but still legally foreign. Gulf states still have similar populations of second- and third-generation residents without citizenship. Present mixed rules. Many countries combine elements. Germany moved partly toward jus soli in 2000, though with residency requirements for parents. The US is unusual in its broad jus soli, which has become politically contested. The UK tightened its rules in 1983 — children born there to non-British parents are not automatically citizens. Many countries have shifted over time in both directions. Ask students: what rule does your country use? Is it fair? Present a specific case. The US 14th Amendment, ratified in 1868, guarantees citizenship to 'all persons born or naturalized in the United States'. Originally written to ensure citizenship for formerly enslaved Black Americans after the Civil War, it became the foundation of broad jus soli. In recent years, some politicians have called for ending birthright citizenship for children of undocumented parents. Supporters of change argue it was never intended to apply to those without legal status. Opponents argue it has been settled law for over 150 years and that ending it would create a new category of stateless-by-birth residents and weaken integration. Discuss: is there a 'right' rule? Honest answer: the choice is genuinely political. Different rules reflect different visions of the nation — as place-based or ancestry-based, open or bounded. What matters most is that no child ends up stateless as a result — a core principle of international law that some rules, applied in isolation, can violate. A jus sanguinis country with no safeguard for children who cannot inherit citizenship can produce statelessness. A jus soli country that ends birthright citizenship without careful provision can too. Good rules require thinking carefully about who might fall through the gaps.
💡 Low-resource tipTeacher presents concepts and cases verbally. Students discuss. No materials needed.
Activity 2 — The Rohingya, and what statelessness looks like over generations
PurposeStudents engage with the most prominent current case of statelessness as a serious human rights issue.
How to run itTell the story. The Rohingya are a Muslim ethnic group that has lived in what is now Rakhine State in Myanmar (formerly Burma) for centuries. Under British colonial rule, they moved freely within the region. When Myanmar gained independence in 1948, the Rohingya were initially recognised as citizens. This changed. In 1982, Myanmar passed a Citizenship Law that recognised 135 'national races' — but not the Rohingya. The law treated them as illegal immigrants from Bangladesh, despite generations of residence in Myanmar. The effects built over decades. Rohingya had to apply for special documents to travel, marry, and have children. They were excluded from many schools and jobs. Violence against them increased periodically. By the 2010s, they had become one of the most persecuted minorities in the world. Then came 2017. The Myanmar military launched what it called 'clearance operations' in Rakhine State. Over 700,000 Rohingya fled to Bangladesh. Witnesses reported widespread killing, burning of villages, and sexual violence. The International Court of Justice has accepted a case of genocide against Myanmar. Today over a million Rohingya live in refugee camps in Bangladesh — stateless in their country of origin, stateless in their country of refuge, with no realistic path to citizenship anywhere. A new generation of Rohingya children is growing up in camps, never having known Myanmar. Discuss what this case teaches. First, statelessness is not always a technical gap — sometimes it is a deliberate political act. Myanmar chose to deny citizenship to the Rohingya. The 1982 law was designed, among other things, to exclude them. Second, statelessness makes violence easier. A group that no state protects is a group that can be attacked with less consequence. The international response to Myanmar has been slow and limited. Third, statelessness is inherited. Children of stateless parents are usually stateless themselves, even if born in a different country. Rohingya children born in Bangladeshi camps are also stateless. Fourth, international law exists but is weak. Myanmar is not party to the main UN conventions on statelessness. The international system has no strong way to force a country to recognise its own people. Fifth, change is slow. Most analysts believe Rohingya repatriation to Myanmar will take years or decades, if it happens at all. Meanwhile, families live in limbo. Discuss other cases briefly. The Bidoon in Kuwait and other Gulf states — 'Bidoon' means 'without' in Arabic — are people whose families lived on the land for generations but were not included when citizenship was formalised at independence. They face restrictions on work, marriage, and services. People of Haitian descent in the Dominican Republic lost citizenship retroactively in a 2013 court ruling. Roma communities across Europe have significant statelessness rates linked to discrimination and administrative obstacles. Post-Soviet residents in the Baltic states faced statelessness when new nationality laws excluded many Russian speakers. Ask: what do these cases share? Statelessness is rarely random. It almost always follows lines of ethnicity, religion, language, or political history. States use citizenship as a tool of exclusion. The effects fall on real families, for generations.
💡 Low-resource tipTeacher presents the case verbally. Students discuss in groups. Handle sensitively. No materials needed.
Activity 3 — Can statelessness be ended?
PurposeStudents engage with the possibility of reducing and eliminating statelessness as a global project.
How to run itStart with the current state of action. In 2014, the UN Refugee Agency launched the #IBelong campaign, aiming to end statelessness by 2024. The campaign had specific targets: resolve existing situations, ensure no child is born stateless, remove gender discrimination from nationality laws, prevent new statelessness from state succession, improve registration, and strengthen treaty frameworks. Ten years on, progress has been mixed. Some real achievements. Over 20 countries have removed gender-discriminatory nationality laws or reduced their effects. Kyrgyzstan formally ended statelessness for tens of thousands in 2019 through systematic registration. Kenya recognised the Makonde community as citizens in 2016. Thailand has made progress registering hill tribes. Birth registration rates have risen significantly in many countries. Some improved domestic laws have reduced the risk of new statelessness. But also real failures. The Rohingya situation has gotten worse, not better. New statelessness has emerged in several countries through citizenship-stripping laws or ethno-nationalist legislation. Gender-discriminatory laws remain in around 25 countries. The 1961 Convention still has fewer than 100 state parties. The true global figure for statelessness is almost certainly higher in 2024 than in 2014, not lower. Discuss what works. Legal reform — removing discriminatory laws, adopting jus soli safeguards, allowing both parents to pass nationality. Administrative action — systematic registration of previously undocumented populations, mobile services, free registration. International support — UNHCR technical assistance, regional frameworks like the African Union and Council of Europe instruments, NGO advocacy. Community organising — groups like the Institute on Statelessness and Inclusion, the European Network on Statelessness, and national civil society movements. Political will — ultimately, ending statelessness requires states to decide to include people they have previously excluded. This is a political choice, not just a technical fix. Discuss what does not work. Laws that look good on paper but are not implemented. International conventions without enforcement. Blaming the affected populations rather than the laws that exclude them. Focusing only on visible refugee crises while ignoring slow, systemic statelessness. Digital ID systems that exclude rather than include — if biometric databases require prior documents, they lock out those who most need inclusion. Ask: is ending statelessness possible? The honest answer is yes — technically it is possible. The number of stateless people could be reduced dramatically through specific reforms. But politically it is hard. Ending statelessness requires countries to bring into the fold people they have deliberately excluded, often for decades. It requires international cooperation on a category of people no one is claiming. It requires recognising that some of the world's oldest exclusions — Rohingya, Bidoon, and others — are active choices, not accidents. Finally: what can young people do? Know the issue. Most people do not. Support organisations working on statelessness. Pressure governments to ratify the 1961 Convention if they have not. Advocate for gender-equal nationality laws. Support birth registration. Treat the stateless as fellow human beings with full rights, not as exotic cases. The category of 'stateless' exists because we allow it to. A generation that refuses to accept that some humans can be legally invisible could change the picture within a few decades.
💡 Low-resource tipTeacher presents context and progress verbally. Students discuss in groups. No materials needed.
Discussion Questions
  • Q1Jus soli and jus sanguinis reflect different visions of the nation — place-based versus ancestry-based. Which is more defensible, and on what grounds?
  • Q2The 1961 Convention on the Reduction of Statelessness has fewer than 100 state parties. What does this tell us about the international community's commitment to ending statelessness?
  • Q3Some countries strip citizenship from dual nationals convicted of terrorism. Defenders argue this is a legitimate security measure. Critics argue it creates two classes of citizens. Which view is stronger, and why?
  • Q4Gender-discriminatory nationality laws remain in around 25 countries. Why have these laws persisted, and what would successful reform require in each context?
  • Q5Rising sea levels may make some Pacific island states uninhabitable within decades. What citizenship should their people hold, and what international arrangements would be needed to protect them?
  • Q6Digital identity systems (India's Aadhaar, biometric databases elsewhere) can include previously undocumented people — or exclude them more firmly. What design principles protect against the exclusion risk?
  • Q7Some argue that citizenship itself, by creating sharp insider-outsider distinctions, is morally indefensible in a globalised world. Others argue it is essential to functioning democracy. Where do you stand?
Writing Tasks
Task 1 — Extended essay
'The existence of stateless people shows that the modern system of nation-states has a serious flaw.' To what extent do you agree? Write 400 to 600 words.
Skills: Thesis-driven argument engaging with legal, political, and moral questions
Task 2 — Analytical response
Explain the main causes of statelessness in the modern world, using specific examples. Write 200 to 300 words.
Skills: Explaining a complex phenomenon using concrete cases
Common Misconceptions
Common misconception

Statelessness is mainly a technical or administrative problem with a straightforward fix.

What to teach instead

Administrative failures matter, but the majority of statelessness in the world today is the result of deliberate political decisions. Myanmar's exclusion of the Rohingya, Gulf states' denial of citizenship to long-term residents, the Dominican Republic's retroactive stripping of Haitian-descended residents, gender-discriminatory nationality laws — these are not accidents. They are choices, often defended by political constituencies. Technical fixes — better registration, clearer laws, closing jus sanguinis gaps — would help significantly. But the hardest cases of statelessness require changing political will, not just procedures. Treating it as purely technical underestimates what is really involved and why progress has been slow.

Common misconception

The UN conventions on statelessness have largely solved the problem.

What to teach instead

The 1954 and 1961 Conventions are important instruments, but their reach is limited. The 1961 Convention — the key treaty for preventing statelessness — has been ratified by fewer than 100 states, far fewer than most major human rights treaties. Many countries with significant stateless populations are not parties. Even where conventions apply, enforcement is weak; there is no strong international mechanism to compel a state to recognise its own people. UNHCR's #IBelong campaign, launched in 2014 with the goal of ending statelessness by 2024, has produced real gains but fell well short of its target. The international legal architecture has given statelessness more visibility, but solving it requires far stronger political commitment than most states have shown.

Common misconception

Stripping citizenship from terrorists or serious criminals is a simple national security tool with no wider implications.

What to teach instead

Citizenship stripping has expanded significantly in several democracies since the early 2000s, including the UK, France, Australia, Canada, and Denmark. It raises several serious concerns. First, it typically applies only to dual nationals, creating two classes of citizen — those who can be stripped and those who cannot — which undermines the equality at the heart of citizenship. Second, it can be used broadly, sometimes against people whose connection to a second country is distant or theoretical. Third, it removes the affected person from the normal criminal justice system rather than being additional to it. Fourth, it externalises the problem — shifting responsibility to another state for dealing with people the original state has rejected. International law prohibits stripping that creates statelessness, but this protection has been interpreted narrowly. The practice deserves serious scrutiny, not unquestioning acceptance as a security tool.

Common misconception

If stateless people just followed the correct legal procedures, they would become citizens.

What to teach instead

This view fundamentally misunderstands statelessness. The problem is not that stateless people fail to apply for citizenship — it is that the law does not permit them to acquire citizenship. The Rohingya are not stateless because they have not applied; they are stateless because Myanmar's 1982 law specifically excluded them. The Bidoon are not stateless for lack of paperwork; they are excluded by design. Children born in jus sanguinis countries to parents unable to pass on nationality are not excluded by oversight but by legal structure. Many stateless people have spent years pursuing legal avenues without result. Blaming them for their situation reverses the actual responsibility, which lies with laws and governments. The correct procedures do not exist for most stateless people, which is precisely what makes them stateless.

Further Information

Key texts and reports for students: Hannah Arendt, 'The Origins of Totalitarianism' (1951) — her chapter on 'The Decline of the Nation-State and the End of the Rights of Man' is foundational on statelessness. Mira Siegelberg, 'Statelessness: A Modern History' (2020) — accessible academic history. Alison Kesby, 'The Right to Have Rights' (2012) — philosophical treatment. Seyla Benhabib, 'The Rights of Others' (2004) — on citizenship and migration. For current cases: Human Rights Watch reports on the Rohingya, Bidoon, and other groups; Amnesty International country reports. For data and advocacy: UNHCR's statelessness pages (unhcr.org/statelessness); the Institute on Statelessness and Inclusion (institutesi.org) — the leading advocacy organisation; the European Network on Statelessness (statelessness.eu); the #IBelong campaign materials. On gender and nationality: Equality Now and the Global Campaign for Equal Nationality Rights. For law: the 1954 Convention Relating to the Status of Stateless Persons; the 1961 Convention on the Reduction of Statelessness; Article 15 of the Universal Declaration of Human Rights. For narrative and first-person accounts: Habiburahman, 'First, They Erased Our Name: A Rohingya Speaker's Journey' (2019). Thant Myint-U, 'The Hidden History of Burma' (2019) includes the Rohingya story in wider context. For child statelessness: UNICEF reports on birth registration. Academic journals: Statelessness and Citizenship Review; Journal of Refugee Studies; Citizenship Studies.