Most Australian universities have a policy that stipulates responsibilities and protocol for situations when children are on campus. In recent times children have begun to be seen as possessing rights to participation in society. Ideas of children as citizens, that is, as active members of the public sphere, have been theorised, discussed and investigated. University campuses have also been defined as sites of citizenship (e.g. Harkavy, 2006). This paper examines the positioning of children as citizens on university campuses through analysis of how children are defined in children on campus policies from three Australian universities. Poststructuralist readings make visible irony at play, and a case is argued for the reworking of children on campus policies to be built on language that positions children as welcome participants of universities as democratic sites.