3.2 Participation a. Access to Information In most cases, the children said that the information they received was more of an induction to the facility and about their responsibilities and behaviours, rather than details of their detainment and legal situation. ‘In the first day we do not receive any information. In the second day, the psychologist, the educator or the supervisor talk to us. We are informed only about the fact that we can be included in educative programs that we can benefit from certain rewards. They tell us the rules from inside, imposed by the penitentiary’. (M/17/1:EEG) ‘Good behaviour, to study, to collaborate with cleaning’. (F/17-20/1:LAC) Those who did not receive relevant information on arrival gained knowledge of their rights, rules and regulations of the facility by word-of-mouth from other children or by doing something wrong. ‘No information about rights given, length of stay, rules. Rules only mentioned when I get in trouble’. (M/17/1:WEOG) ‘After a while we had known about [life] here from other children’. (M/13-15/1:APG) Children’s inability to understand information was further complicated when false or inconsistent information was provided. This was evident in all settings in relation to length of stay and next steps in the process, but was particularly relevant for those detained due to reasons of immigration and national security. ‘Treated as a terrorist, and thought I would stay there all my life’. (M/22/3:WEOG) ‘I didn’t know that I will stay in juvenile centre and I thought I will stay in police station’. (M/12-15/6:APG) 93