The study sought to investigate the impact of influence of Human Rights Based Approach (HRBA) on students‟ disciplinary matters in selected secondary schools in Mukono Municipality. The study was based on the following objectives: identifying teachers‟ approaches on discipline, determining the level of awareness of children‟s rights in disciplinary matters and assessment of the influence of students‟ rights awareness on their behaviour. Both quantitative and qualitative research approaches were used. A total of 129 respondents participated in the study. These included teachers and students. Questionnaires and interview guides were used to collect data. Descriptive statistics were used to analyze data. Findings of the study revealed that teachers in secondary schools employ disciplinary approaches. These approaches include disciplinary measures that comply with the HRBA and those that defy the HRBA such as corporal punishments contrary to Section 235 of the Penal Code Act. HRBA administered in schools include guidance and counseling, apology letters, restitution, and physical energy assignments. Teacher disciplinary approaches which do not comply with HRBA include caning, flogging, detention, suspension and expulsion. The majority of the teachers (70%) were found to be aware of students‟ rights during the administration of discipline. On the contrary, a small percentage of students (32%) knew that they have a right to be treated fairly during discipline administration in school. The study therefore recommends that school management, head teachers, government and civil society organizations should work hand in hand to ensure use of a HRBA in the process of disciplining students.

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