Persons under the age of eighteen are arguably the most disenfranchised and disadvantaged social group globally. As religious scholar John Wall notes, “Children across the world are more likely than adults to be poor, malnourished, deprived of security, prevented from exercising freedoms, silenced, done violence, abused, exploited, and discriminated against.” (John Wall, Children’s Rights: Today’s Global Challenge (Lanham, MD: Rowman and Littlefield, 2017), 7. Given this reality, how can religious scholars influence the academy and religious communities to prioritize children’s well-being and rights? In this paper, I argue that the first step is to re-envision a childist account of what constitutes justice for children that is methodologically grounded in children’s actual perspectives, capacities, and experiences. My constructive proposal for such an account draws on the interdisciplinary field of childhood studies, scholarly critique of adultism and the adult-child binary, and religious ethicist Margaret Farley’s account of justice.