This article examines how the Convention on the Rights of the Child (CRC), incorporated into Swedish law in 2020, is recontextualised in five socioeconomically and ethnically diverse school settings. Drawing on Bernstein's concepts of recontextualization, classification and voice, the study analyses interviews with teachers, principals and superintendents to explore how the CRC shapes pedagogical relations in terms of boundaries and power relations between children, school staff and parents. The results indicate that the CRC's weak classification enables markedly different local interpretations. These, in turn, produce distinct configurations of voice: from individualised child- and parent-driven claims in affluent majority contexts to juridical boundary-setting or collective empowerment approaches in disadvantaged ethnic minority settings. Across cases, the socioeconomic and ethnic contexts strongly condition how boundaries are drawn and whose voice is strengthened or constrained - illustrating the importance of understanding the CRC as a context-sensitive educational object.