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ASSIGNMENT
Choose a topic related to the Sustainable Development Goals and consider how children might be affected by it at both local and global levels. Post your response (150 words min.) as a reply to this post on how you would encourage your students to take action to support the SDGs in Ireland in support of ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions
Comment on at least one other post.
Think about School Self-Evaluation (SSE) and how Development Education can feed into SSE.
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One relevant topic related to the Sustainable Development Goals (SDGs) is Quality Education (SDG 4). At a local level in Ireland, disparities in educational opportunities can impact children’s access to quality education, leading to unequal outcomes and perpetuating social inequalities. Globally, lack of access to education can hinder children’s potential and limit their ability to break the cycle of poverty. To encourage my students to take action to support SDG 4 in Ireland, I would organize awareness campaigns, workshops, and projects that highlight the importance of quality education for all children. Engaging students in advocacy initiatives, such as fundraising for educational resources or volunteering in local schools, can help them see the direct impact of their actions on improving access to education. By fostering a sense of empathy and responsibility towards global education challenges, we can empower students to become active agents of change and contribute to achieving the SDGs in Ireland and beyond.
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The Sustainable Development Goal 2 (Zero Hunger) is one that I feel is extremely important as a lack of food can have a snowball effect on a child’s life. In Ireland, active steps have been taken to help children that may have had a lack of food with the hot lunches initiative in primary schools. This has been a great help to all students but there have been some set backs from this initiative, the main one being the huge amount of food waste that is clear to see from the lunches in almost every school. It isn’t a perfect system but hopefully work is done to reduce the waste that’s left over.
I would encourage children in school to learn about staple foods of each countries through SESE. This could help them understand that famines still occur throughout the world and they would be able to link this to our own history, developing a sense of empathy in them.
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Enda I agree that Quality Education is a highly important Sustainable Development Goal. We are lucky in Ireland that all children regardless of what their economic backround or where they live still have access to quality education. This unfortunately can’t be said for all children and their are huge disparities in access to quality education around the world. This is an area that needs a huge effort so as to combat the issue.
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One topic related to the Sustainable Development Goals (SDGs) is Climate Action (SDG 13). Climate change affects children globally and locally, impacting their health, access to education, and overall well-being. Rising temperatures and extreme weather events can disrupt schooling, increase the prevalence of diseases, and threaten food and water security.
To encourage students in Ireland to support climate action, I would integrate project-based learning focusing on local environmental issues. For instance, students could investigate the impact of climate change on their community, such as increased flooding or changes in local biodiversity. They could then develop and implement action plans, like tree planting, waste reduction campaigns, or advocating for sustainable practices in their school. Additionally, inviting local environmental experts to speak can provide students with deeper insights and practical knowledge.
Involving students in local climate initiatives not only raises awareness but also empowers them to make tangible contributions. Incorporating these activities into School Self-Evaluation (SSE) can provide measurable outcomes for the school’s environmental impact and student engagement. Setting specific goals for climate action, monitoring progress, and reflecting on achievements can ensure continuous improvement and a deeper integration of Development Education (DE) principles.
By fostering a culture of sustainability and responsibility, we can help students understand the global implications of their actions and inspire them to be proactive in addressing climate change. This aligns with ESD to 2030 Priority Action Area 5 by accelerating local-level actions and fostering a sense of global citizenship among young learners.
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As an educator, I fully support integrating project-based learning focused on local environmental issues to engage students in climate action. It’s crucial for young learners to understand how climate change impacts their community and how they can contribute to solutions. By involving them in practical initiatives like tree planting and waste reduction campaigns, we empower them to make a meaningful difference and develop lifelong habits of sustainability. Incorporating these activities into School Self-Evaluation (SSE) ensures we measure our impact and continuously improve our efforts. This approach not only educates students about global challenges but also nurtures their sense of responsibility as global citizens, aligning perfectly with ESD to 2030 goals.
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Excellent idea to incorporate tree planting in the local or school community as a response to action for climate change. The memories created by this kind of project will stay with the children far longer than a classroom based one, thus cementing their own opinions of themselves as powerful citizens who can change their own future environment. I think, projects like this really empower children in relation to climate action for SDG. This could also be incorporated into whole school SSE.
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Andrew, I really like your idea of project based learning in relation to climate change and the awareness of this concept. Sometimes students hear all the facts about polar ice melting and sea level raising and they find it hard to apply it to their own personal circumstances. So the use of research and awareness of how it will affect their own community is an excellent idea, making it more topical and thus encouraging children to be proactive about climate change.
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I agree with Enda about the importance of teaching about SDG 4 Quality Education. It is known that one of the biggest keys in releasing on’es self from poverty is through getting a good quality education. Having a good quality education can equip a person to break the poverty wheel that has been running through their family/ neighbourhood for many generations by broadening their skill set to take on higher paying jobs with the ability to progress into other areas or promote to managerial positions.
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Sustainable Development Goal 13 focusing on ‘Climate Action’. Children are certainly affected by climate at a local and global level. At a local level, the river near our school has often flooded causing problems for the surrounding areas. Children are exposed to more extreme weather and have days off school due to storms and snow.
I would start in the classroom with a Climate Action project. First, we would learn about different climate issues affecting us locally and globally. In groups the children would choose an action to combat climate change in the locality and how they would go about it. The children would present their ideas to the class and we would choose some to carry out.
Some ideas would be connecting with the locality and parish in organising local litter picking activities, inviting guest speakers to the school, writing letters to our local politicians, creating posters and having recycling art competitions.
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One pressing Sustainable Development Goal (SDG) is Goal 13: Climate Action. Children are affected locally by extreme weather events, changing landscapes, and air pollution, which impact their health, education, and overall well-being. Globally, rising sea levels and climate-induced migration threaten vulnerable communities. To inspire action among students in Ireland, I would initiate a project-based learning approach. Firstly, students would explore local environmental issues through field trips and guest speakers. Secondly, I would encourage collaborative problem-solving by forming eco-teams to propose solutions for their school community, such as reducing waste or promoting sustainable transportation. Thirdly, linking with global initiatives, I would foster partnerships with schools abroad to exchange ideas and experiences. Additionally, promoting student leadership through eco-clubs or sustainability committees can sustain engagement and build momentum. Celebrating successes and sharing stories locally and globally would showcase the impact of their actions. Through these efforts, students can become active participants in achieving SDG 13 and fostering a culture of sustainability in their local community.
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Hi Colin,
Thank you for your post in which you have raised many pertinent issues. I like the way you have taken an approach which would place the children at the centre, with a focus on both local and global issues. Very often, seeing and witnessing inequalities locally can stir an awareness in children that will eventually progress to campaigning against global inequalities.
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I agree, we are so fortunate to have access to really high quality of education in Ireland. Many of the international students we have in our school at the minute, site our education system as one of the reasons they have relocated to Ireland for work etc. We are really lucky to have education as a priority in this country with lots of access to a range of opportunities for everyone.
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Hi Colin,
I agree that SDG 13 would be a very relevant topic to cover in school. The children are seeing the effects of climate change in the weather and local environment, so it is a topic that they can engage in at a local level. It would be a good one to encourage them to consider things we can do to help with climate action too.
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I think that organising partnerships with schools abroad to exchange ideas and experiences would be a fantastic initiative to adopt in schools. We have lots of school based activties and initiatives that promtote awareness and action among our students so a partnership with schools abroad would be a very welcome development
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To encourage my students to take action supporting SDG 4, I would initiate a project-based learning approach. Students could research educational challenges faced by children in different parts of Ireland and the world. They could then collaborate on initiatives such as organizing book drives, fundraising for educational charities, or creating awareness campaigns about the importance of education for all. Incorporating technology, students could connect with peers in other countries to share experiences and solutions, fostering a sense of global citizenship. Additionally, engaging with local community leaders and educational organizations to understand and address local educational needs can make the impact tangible. Reflective discussions and classroom debates on educational equity can help students critically analyze these issues and understand their role in promoting quality education.
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Some good ideas there Orla. Our school is actually in a partnership with am organisation in Cambodia. Each year, we are visited by 4 Cambodian students who we have helped to support through school/college. The students stay with different families in our community, from our school, and learn about the student, their culture, their education etc It’s an extremely worthwhile and educational partnership for our school and involves the local community too.
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Similar to Orla and Colin, I would use a collaborative project-based learning approach with my pupils. As I previously mentioned, this year my pupils took part in the microsoft Dreamspace showcase. This involved choosing an SDG and coming up with a project that supports that goal, including a mircobit and coding. For example, one group picked SDG 7, clean and affordable energy. The group carried out research on their global goal in Ireland and globally. They carried out surveys. They gathered relevant datSimilar to Orla and Colin, I would use a collaborative project-based learning approach with my pupils. As I previously mentioned, this year my pupils took part in the microsoft Dreamspace showcase. This involved choosing an SDG and coming up with a project that supports that goal, including a mircobit and coding. For example, one group picked SDG 7, clean and affordable energy. The group carried out research on their global goal in Ireland and globally. They carried out surveys. They gathered relevant data and represented this in bar graphs/pie charts etc. They created posters for all their learning. They designed a protype of a house, within the house a microbit was monitoring the temperature and accordingly turning off the central heating when necessary. Hence, saving energy.
Taking part in this supported DE and digital technologies within our SSE.-
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Your use of a collaborative project-based learning approach, particularly through the Microsoft Dreamspace showcase, is inspiring. By selecting an SDG and integrating coding and microbits, your students engaged deeply with the topic and developed critical digital skills. For instance, the group working on SDG 7, clean and affordable energy, conducted research, surveys, and data analysis, then applied their findings to a practical solution.
This method effectively supports Development Education (DE) and the integration of digital technologies within your School Self-Evaluation (SSE). Encouraging students to explore global issues and develop innovative solutions fosters critical thinking and global citizenship. Your approach shows how hands-on projects can make learning meaningful and relevant, empowering students to take action and contribute to sustainable development. It’s a great model for promoting interdisciplinary learning and embedding DE principles into the school’s curriculum.
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I would like to focus on SDG 4 in quality education and get the children in my school to take action in supporting SDG 4. The video clips shown throughout this module were thought provoking and highlighted the inequality of access to education in Ireland and globally. Education is a right for all children yet 67 million children(mostly girls) are not being educated. In Ireland, lack of access to education can hinder a child’s potential in life .
I would adopt a project based approach to explore this SDG. I think a good stimulus to start a conversation with the children is to use the short video clip used in the module that shows the inequality in education. In groups they can research more into the topic of educational inequality both in Ireland and globally and bring an awareness to the rest of the school through posters , donating books to various charities and maybe connecting with a school in another country through the use of technology. It is important that they raise an awareness of the importance of access to education for all.
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Hi Barbara, really good thoughts in your post, I also found some of the videos to be quite thought provoking and actually surprising, not always in a positive way, about educational inequality globally and the harmful impacts this can have on children’s lives. I agree that a project-based approach is a nice methodology to explore the SDG’s and could be a good opportunity to integrate the use of IT.
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The Sustainable Development Goal 13 focuses on climate action, aiming to combat climate change and its impacts. Children, both locally in Ireland and globally, are significantly affected by climate change. Increased exposure to extreme weather events, disrupted education due to higher flooding or snow days, and long-term health impacts from pollution are some of the critical challenges they face.
In Ireland, students can be encouraged to support SDG 13 through various actions. Implementing school-wide initiatives like tree planting, recycling programs, and energy-saving campaigns. These initiatives not only contribute to climate action but also instill a sense of responsibility and teamwork among students. Integrate climate education into the curriculum across subjects. For example, in geography, discuss the impacts of climate change on different regions or in science, explore renewable energy sources.
By taking these steps, students in Ireland can become active participants in the global movement for climate action. This aligns with the ESD to 2030 Priority Action Area 5 by accelerating local level actions, fostering a generation that is knowledgeable about sustainability and committed to making a positive difference in their communities and beyond.
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Hi Sean, I agree about SDG 13’s focus on climate action is crucial for children’s well-being. By addressing climate change, we protect their future. In Ireland and worldwide, children experience the harsh realities of climate impacts. Taking action not only safeguards their present but also ensures a sustainable and healthier environment for generations to come.
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<p style=”background: white; margin: 8.0pt 0cm 0cm 0cm;”><span style=”font-size: 11.0pt; font-family: ‘Arial’,sans-serif; color: #323232;”>The Global Goals are a call for action by all countries to promote prosperity for everyone while protecting the planet. The global goal I have chosen to focus on is Goal 13 Climate Action. Climate change is very obviously here, and children locally and internationally have been affected. Throughout the school year there have been many storms this year Debbie & Elin not to mention the localised flooding and countless breaks and lunches spent indoors due to torrential rain. There are many ways in which this could be addressed in the class. Through the step forward, step back game it would be a great active way to see how climate change affects people from different parts of the world adversely and indeed unjust climate change is. It really is those in the developing world who depend on agriculture/weather to earn money. Trocaire has a really good resource available online from 2015-Climate Change, Climate Justice that I would use as stimulus. I would then encourage group work allowing the children to research climate change solutions, prepare speeches for highlighting the devastating climate change and invite local councillors so the children could present their speeches to them, hopefully encouraging change at local level. These activities would tie in nicely with the Microsoft Do your bit Dream space challenge also.</span></p>
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The access to education on a global basis is something I would like to highlight with the pupils in my schoolI.It is shocking that as many as 67 million worldwide are without this basic right and even more shocking that gender discrimination is one of the key issues used to deny girls of this basic need. The fact that education or lack of education is a primary cause of keeping communities in poverty must be highlighted to all. Lack of access to education here in Ireland is an issue that often goes unnoticed or ignored. I work in a middleclass area and education is a given for our privileged students and thank goodness it is so, I would as far as saying that third level education is open to the vast majority of them if they so wish – They have a choice. A choice that is supported by their families and community. The importance of educating them to the fact that this is not a given even here in Ireland not to mention Developing Countries is crucial.Project based learning will teach that this should be addressed and that it is something that we cannot take for granted. Free Education was not always available here in Ireland.
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Topic: Clean Water and Sanitation (Sustainable Development Goal 6) Clean water and sanitation are fundamental to children’s health and well-being, impacting their lives both locally and globally. In Ireland, children generally have access to safe drinking water and adequate sanitation facilities. However, local issues such as pollution can threaten water quality, leading to health problems. Globally, many children face severe challenges due to lack of access to clean water and sanitation. In regions like Africa and South Asia, millions of children suffer from waterborne diseases, malnutrition, and missed educational opportunities because they spend hours fetching water instead of attending school.
To encourage students to take action in support of SDG 6 teachers could try to integrate lessons on the importance of clean water and sanitation into the curriculum. Use interactive Science activities, such as water testing experiments to help students understand the global and local water challenges.
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I agree this is a very important issue to highlight to children as I think being so privileged in Ireland they are blissfully unaware of clean water not being available everywhere. The water testing experiments are a brilliant hands-on way of reflecting on this and a good follow-up to the clean water statistics of other countries.
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As an educator passionate about promoting the Sustainable Development Goals (SDGs) among my students, I would focus on the SDG topic of “Quality Education” and its impact on children at both local and global levels. The video relating to Cambodia got my attention regarding this goal. In Ireland, I would encourage my students to take action by organizing awareness campaigns within their schools and communities to emphasize the importance of accessible and inclusive education for all children. This could involve fundraising initiatives to support educational programs in disadvantaged areas or promoting gender equality in education.
At a global level, I would encourage my students to become global citizens by engaging in virtual exchanges with students from different countries, fostering cultural understanding and sharing knowledge about education challenges worldwide. By participating in international forums, they could advocate for policies and resources that prioritize education, ensuring that no child is left behind.
Empowering students to take action on SDG 4, “Quality Education,” would contribute to building a more equitable world, where every child has the opportunity to thrive and reach their full potential.-
Hi Conor,
Thank you for your post and for raising awareness of this particular SDG. In Ireland, we are in the lucky position to often take the provision of ‘quality education’ as a given. However, the reality is very different for many millions of children around the world. Like you have mentioned, the investigation of a ‘case study’ type country could be a very useful way of creating a drive in Irish children to wish to make a difference, and you have provided many examples of how this could be achieved.
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One development goal that affects children is development goal 15 – protect, restore, and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and reverse land degradation and halt biodiversity loss. This is hugely important for children to understand and learn about ecosystems and how we can best protect them.
This can be applied to a local and global level by focusing on how we can combat deforestation and sustainably manage our own Irish forests, protecting our national trees. I think a good stimulus for action would be encourage children to plant trees within our school and local communities. There are lots of projects the children can get involved in, for example the INTO last terms was giving free tree saplings to schools. Schools can also take part in national projects such as national tree day. This would easily be a focus for within a school.-
Hi Siobhan,
Thank you for your post and for raising awareness around this particular SDG. Deforestation is clearly a global issue, but you have also managed to tie a local aspect into your suggestions around how you would use this in your classroom. Very often, when children can see the impacts of certain practices in their locality, it can heighten their receptiveness to campaigning and fighting for issues on a more global scale.
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One important Sustainable Development Goal (SDG) is Quality Education (SDG 4), which aims to ensure inclusive and equitable quality education for all. Children are affected by this goal both locally and globally.
Locally, children in disadvantaged communities may face barriers to accessing quality education, such as lack of resources and inadequate facilities. This can impact their learning outcomes and future opportunities.
On a global scale, disparities in education quality can perpetuate inequality and hinder the development of societies. Children in conflict-affected areas or refugee populations often face significant challenges in accessing education, affecting their well-being and future prospects.
To encourage my students to take action to support SDG 4 in Ireland, I would start by raising awareness about the importance of sustainability and the SDGs. Organise workshops and school projects that highlight the significance of sustainable development and how local actions can make a global impact.
I would encourage students to get involved in local initiatives that promote sustainability, such as community clean-up events, tree planting projects, or campaigns to reduce waste and promote recycling. By actively participating in these activities, students can see the direct impact of their actions on the local environment and community.
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There are 17 sustainable development goals set of in the document by the United Nations. Although some of them don’t appear completely relevant to the children in my school, a number of them did. One in particular that I think could affect the children in my school at both a local and global level is goal 8 ‘Decent Work and Economic Growth’. Working in a disadvantaged area there are high levels of unemployment and low paid or zero hour style jobs with little worker protections. There is also high levels of school dropout and children not completing second level and therefore not carrying on to third level education. Children from this area need to really be encouraged that they can do what they want educationally and also to remain in education. Having past pupils in to speak to the children and encourage them would be great for the children as it would show them what others from their area can achieve. Also working with the parents and involving the home school liason teacher to encourage children to remain in education is a vital component in encouraging children to stay in education. It’s really important that the children are shown that they are capable of being what they want to be and showing them that they can be whatever they want to be. This isn’t an easy task however, as they are fighting against the grain of what is normal within their area.
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I would choose to focus on SDG 13: Climate Action with my class as I think it is a huge issue locally and globally and one the children can relate to in their every day lives and one that affects their future. I think it can be simplified for them by looking at the weather and seasons in Ireland firstly. The weather they expect to be getting at certain times of year could be discussed and analysing the weather we are actually getting focusing on rainfall, storms and temperatures. They could work collaboratively to find out why the climate is changing and things we can do to minimise this on a global and local level. I would then encourage them to make posters for the school to promote ways to help reduce climate change for example; reduce, reuse and recycle items. It might help them be a little more mindful going forward about doing their bit.
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Hi Orlaih,
The SDG related to climate action is certainly one which carries much relevance at this present time. Children are witnessing examples of extreme weather and climate change locally in may areas in recent years. The content of module 5 will allow you to explore this topic in more detail. Knowing that fellow student sin the school have created the posters you have mentioned can also have a greater impact than commercially produced posters/flyers from my experience.
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I agree climate change is so important to look at. It is affecting so many lives at a structural level currently – access to roads, houses, education and healthcare are all be affected by extreme weather conditions and climate change. Definitely something that should be discussed and highlighted in the classroom.
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The topic that I am looking at is ‘Poverty/Homelessness’ and it relates to the Sustainable Development Goal No. 1 – ‘No Poverty’. This topic has implications locally and globally. Firstly, within the classroom, it is important to be sensitive to the children you are working with and recognise that poverty/homelessness may be a lived experience for some of them.
On a local level, poverty/homelessness may mean children do not have enough (healthy) food to eat and may be hungry. They may not have adequate regular access to sanitation/hygiene facilities. If they are over 8, attending the doctor may be too costly and their health may deteriorate. They may not have an appropriate place or supports to engage in homework or other educational tasks so they may fall behind in education. The goals are interlinked and here we can see how SDG 1 can directly influence SDG 2, 3, 4 and 6. This all serves to perpetuate the poverty cycle.
Globally, similar can be said on a larger scale, poverty/homelessness can lead to hunger, displacement, loss of employment, ill-health, poor or no access to education, clean water and sanitation. It can result in a seemingly never-ending cycle of poverty which ensures a massive divide remains between the Global North and Global South.
To encourage your students to take action to support the SDGs, we would begin by using the philosophy for children ‘Thinking Time’ approach to discuss the topic of poverty/homelessness in a safe, secure, familiar way. I would then encourage and facilitate research on the meaning of equality by examining poverty/homelessness. The children would then explore the work of a prominent figure or group in social justice activism in Ireland in relation to poverty/homelessness in Ireland e.g. Focus Ireland, Peter McVerry, Simon Community. Using active student voice, the children would choose one aspect that they too can become activists on locally through awareness-raising, letters to local representatives etc.
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Hi Christine,
I agree poverty and homelessness is a powerful theme as it is evident both locally and globally and that we need to be cognitive and sensitive when broaching the topic as some of our students will have real-life experience of same, which can as you outline be harrowing for them as they are caught in a poverty cycle that is so difficult to break.
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“Poverty/Homelessness” is a very important Sustainable Development Goal. All children should have a home where they feel safe and cared for. I agree with your sensitive approach to this topic when introducing it to the children in your class Christine. There has been a huge increase in homelessness and temporary accommodations such as hotel accommodations in recent years and sadly we have many children living in these “temporary accommodations ” for very long period of times, months, and years in some cases. This is not ideal when you consider the living space and living conditions in these accommodations.
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I completely agree with your post Christine. Poverty and homelessness have profound impacts on children’s well-being, from inadequate access to healthy food and sanitation to barriers in education and healthcare. These local challenges directly influence and are intertwined with global SDGs like zero hunger, good health, quality education, and clean water and sanitation. Encouraging students to engage with these issues is way to foster understanding and inspire action.
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Poverty is a topic that affects children on a global and a local level. I think children in Ireland might have a stereotype of children living in poverty as being from the Global South and have an image in their head of these children attending schools barefoot with little resources and no technology. In reality Ireland has a growing homelessness problem, and a cost of living crisis with many people living close to or below the poverty line. Children might be unaware that there are other children in their class whose parents struggle to find work and put food on the table, or that their own parents have such struggles. Poverty dictates where a person will live, where they will go to school. It can have a huge impact on someone’s education if they can’t afford things available to their peers such as extra tuition, technology for school, college fees. It’s difficult to break the cycle and reach your true potential.
I would encourage older students to write to the local TD’s outlining their concerns about homelessness/ poverty in the area and to express the need for providing for the people who are affected by this. Older classes could speak to local charities such as SVP or the Peter Mc Verry Trust and liaise with them on what we could do for people affected by poverty: Fundraising through school events etc. Donations.
The school could have a visit from a local motivational speaker such as The Two Norries who have been affected by poverty in the past and they could ask the speaker questions about how we as a school could take action within the community.
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The sustainable development goal I would like to focus on on is goal 2 ‘ Zero Hunger’ . Structural inequality is structured in a way that not everyone will succeed. How can any child succeed if they are hungry. Even if they have access to education, empty bellies and worrying about when you will next eat will not lead to learner. Recently the Minister for Social Protection Heather Humphreys announced a roll out of free hot school meals for every primary schoolchild by next year in Ireland, recognising that both the underprivileged and other children from all walks of life are going hungry and not receiving a healthy and nutritious hot meal. Society is taking action to change the unequal balance.
In a school I worked in previously we offered hot lunches but noticed the children coming in hungry each day. All the staff took action and set up a breakfast club, local businesses donated food and both the teachers and SNA s volunteered to run the programme. All staff worked togeter in a collaborative and inclusive way so all of the children had an equal access to an education by not being hungry.
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Children are profoundly affected by the Sustainable Development Goals (SDGs), as these global objectives aim to create a better world for future generations. SDG 1 (No Poverty) and SDG 2 (Zero Hunger) directly impact children’s well-being by ensuring access to essential resources, reducing malnutrition, and promoting healthy development. Quality education (SDG 4) enhances children’s opportunities, fostering cognitive growth and lifelong learning.
SDG 3 (Good Health and Well-being) targets the reduction of child mortality rates and the prevention of diseases, ensuring children grow up healthier. Gender equality (SDG 5) empowers girls, providing equal opportunities and combating discrimination. Access to clean water and sanitation (SDG 6) prevents waterborne diseases, crucial for children’s health.
As educators we can help the children we teach to understand how these issues impact on children globally and the part we can play in helping sustainability through our lifestyle choices.
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Educating children about the Sustainable Development Goals (SDGs) is essential for fostering a generation committed to creating a better future. To achieve this, we can can integrate SDG concepts into the curriculum through engaging and age-appropriate activities. Storytelling, hands-on projects, and interactive lessons can make complex topics like climate action, quality education, and reduced inequalities more accessible and relatable. Encouraging children to participate in community service and environmental conservation projects can provide practical experience and a sense of responsibility. Digital platforms and educational games can also enhance learning by making it fun and interactive. Allowing classroom discussions about global issues classrooms can help children develop a global perspective and empathy. By creating a supportive learning environment, we can inspire children to become proactive in addressing the challenges outlined by the SDGs and contribute to sustainable development.
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Education is a basic human right for all and enables people to make the most of their lives.
Education equips our students to reach their potential with the knowledge and skills they need to develop their talents and pursue their goals. In my opinion education is where tackling all of the sustainable development goals begins. We need to provide our students with knowledge and understanding of complex global challenges like poverty, climate change, and inequality. Without this knowledge, it’s difficult to grasp the scope and seriousness of these issues. Education is the forefront to breaking poverty cycles and promoting equality. It is one of the strongest tools to lift people out of poverty by increasing job opportunities and earning potential. In our classrooms we foster critical thinking, tolerance, and understanding, which are essential for a fair and balanced society but in spite of the recognised importance, we still struggle to ensure access to quality education nationally, internationally and globally. Even in Ireland where all children have the access, barriers remain based on socioeconomic backgrounds. If education is not valued at home this results in poor attendance, no homework support, no bedtime stories, all things that many people would consider to be a given, this creates a ripple effect in a student’s educational experience. The cycle continues.
Tackling poor attendance and negative attitude requires a two-pronged approach: addressing the root causes and making school more engaging. Additional supports are required nationally to assist struggling families.
As was mentioned in Module 3, some children complain about having to go to school and there are children who do not have the opportunity at all. Workshops and support for parents in Ireland regarding their child’s education can be a powerful tool to create positive change, both locally and globally. We need communication and collaboration between parents and teachers. This benefits both parties and creates a more supportive learning environment for the student. On a national level workshops can be tailored to address the needs of all families, regardless of background or socioeconomic status. This can help bridge the educational gap and ensure all children have a fair chance to succeed. It’s important to ensure workshops are accessible to all parents, regardless of location, language, or disability. A model of parent engagement programs can be a valuable resource for other countries. Sharing successful strategies can contribute to global improvements in education. We have the ability to support parents in their child’s education, which in turn can contribute to solving global issues like poverty, inequality, and lack of access to quality education. -
The sustainable development goal I have chosen is ‘Zero Hunger’. At a local level in Ireland, the government have introduced the Free hot schools meals programme in DEIS schools. This is a great idea! However, when this was first introduced it was to DEIS schools only. It did not acknowledge that children attending non DEIS schools may also be hungry. This has since been changed which has acknowledged that children can be hungry and hunger is not determined by geographic location. However, when you look at hunger in our country and in 3rd world countries, the differences are stark but the sad similarity is that there are hungry children all over the world. However, hunger in Ireland and in 3rd world countries are portrayed differently in the media
I think it is important when diving into the topic of ‘No hunger’, teachers are aware of their class and the needs that may be present. We sometimes as teachers can focus on this and on 3rd world countries when it can also be an issue here in Ireland due to family circumstances and the increase in cost of living!
As a teacher in a DEIS school, I always have breakfast bars in my cupboard as well as fruit juices. We sometimes have toast in the mornings as an introduction to the day. This is a soft start to the day and also allows children who may not have eaten breakfast a chance to have some in school.
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Thanks Alison, I teach in a non-deis school but am very aware that some children are coming to school hungry. We qualified for hot meals this year and it is successful thus far although I must say I struggle with the amount of waste sometimes. The soft start with toast in the morning is a great idea, I may borrow this!
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I don’t work in a Deis band school but the requirement to have small water bottles, plain mini brioche and oaty bars in the drawer is a must. There are only a handful of children who arrive to school with no breakfast or insufficient lunch but I would rather this than them not coming to school at all.
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I like the idea of introducing the children in our school to all the SDGs at a glance as many are interlinked with each other. It would be vital that they understood where the goals originated from and what the end result of the initiative is. The goal I would focus on is SDG4 placing a strong emphasis on the lifelong learning aspect. I would start by mentioning to the children that 262 million children did not attend school in 2017. I know among our children in our school that this statistic would be shocking and we would need to explain how lack of access to education is the major problem at play. While children may joke that they love having time off school and that a world where school didn’t exist would be great, the opposite is often true. Younger children are often not aware of how much a difference and contribution they can make to the world by receiving a good education and engaging in lifelong learning can make. While learning about the Greeks and Romans this year, we were able to explore the differences between the education and training males received as opposed to their female counterparts. There were some strong opinions and debates among the children. However, I don’t think the children related any of this to the modern world and the fact that some issues are ongoing. I would use the children’s interest in this past subject matter to springboard into some of the lessons centered around the SDGs.
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I’d like to focus on Sustainable Development Goal 6: Clean Water and Sanitation. It’s essential for students to recognize the privilege they have in having access to running water, unlike children in certain parts of the world. I believe some children may be genuinely surprised by this disparity.
Through SPHE and SESE lessons, students could gain a deeper understanding of the challenges faced by children in different regions regarding access to clean water and sanitation facilities. We could explore the impact this has on health, education, and overall well-being. I am travelling to Africa to teach this summer and will definitely be coming back in September with stories on how they live over there and how difficult it is for them to access basic resources such as water. By fostering empathy and compassion, students could be inspired to take action at a local level, e.g. by reducing their own water usage at home and in school.
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The topic I chose relating to Sustainable Development Goals was Climate Action as I think children can relate and understand this. We, in Ireland, are experiencing more extreme weather events such as frequent storms, flooding and much warmer temperatures during summer. In other countries, this can be much worse. Children are more tuned into the weather especially as sometimes they get a day off school as the weather is so extreme. Climate is an important topic that needs to be integrated into the curriculum. There are many ways to do so. Schools could make their own weather station and record weather in many different ways. They could also carry out projects on weather across the world and how weather events impact on the different countries. To improve sustainability in the school, pupils could create a school garden, reduce waste, encourage recycling and run some competitions to reduce single use plastic in schools.
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Housing is an area that affects children and families at both a local and global level.
I think the lesson plans provided are a brilliant way of highlighting inequality to children.
There are so many active opportunities throughout the lessons, they are very engaging with visuals and videos and then the fun games provide opportunities for learning too.
I think getting children working in groups and getting turns to discuss homes in Ireland and how some people have access to housing but others do not. Discussions on how we can help and allowing the children the opportunity to think of ideas how we can help others. Possibly writing to local tds and maybe getting people working with local charities to come in and talk to the class.
I loved the musical chairs game, the step forward activity and building the tallest tower with unequal resources.
At a global level I loved the video of 100 people in the world and how this would really highlight to kids the inequalities that exist in our world. Maybe pairing with a school in another country and discussing how we are the same and how we are different.
Also working on projects about homes around the world, taking a cross curricular approach.
Writing letters to local tds about the housing issues and maybe asking a local politician to come in and discuss how we can help.
I will definitely be using the lessons from this module in the future and recommending them to my colleagues so we can address these topics at a whole school level and maybe discuss as part of our SSE.
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Hi Catherine,
The ‘Living conditions’ lesson which is showcased in this module is particularly powerful and really highlights inequality in a way that resonates with students. I was lucky to be in Eimear’s class the day it was filmed and was really taken the impact it had on students and indeed how engaged they were, the candid discussions were really interesting. This, I think was down to the focus on active learning throughout, as you mooted the musical chairs activity to highlight inequality in particular was really effective.
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Hi Catherine, I also found these lesson ideas really useful and very topical in the context of the education system in Ireland today. I think maybe it might be a great topic to integrate across SESE (History – houses and homes in the past; Geography – how homes are built) and art (Construction of homes using clay or recycled materials.)
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Having engaged in an action project with my class this year to explore the SDG 4: Quality Education, I will discuss what our project entailed and how the children learned Goal 4 quality education impacts at a local and global level.
My class engaged with an organisation called SeeBeyondBoarders which strives to bridge the inequality gaps in education in Cambodia by linking with teachers and school leaders in the Irish education system to provide support and create awareness of the state of education in Cambodia. Firstly, we looked at the differences between Ireland and Cambodia in school leaving ages, progression onto 3rd level education and career choices. As a result of analysing this information, we decided to choose ‘Cambodia’ as our country of choice to do a project on for Multi-Cultural week in our school. The project entailed creating a blogpost on the school’s website about Cambodia and highlighted major areas of inequality- one being Quality Education. By doing this, the children were taking part in supporting area 5: Accelerating Local Level Actions. Although the children were not fundraising and doing charity work involving money, they were engaging with the organisation SeeBeyondBoarders to focus on raising awareness and solidarity and empowering them to take agency of issues at their local level too.
As a result of the findings they made on the inequality of Quality Education in Cambodia- in particular, the poor access to quality resources, it empowered the children to look at access to quality resources for all children in the local community. The children went to our principal with a proposal to hold a book swap where children could bring in a book they no longer wanted in exchange for a book another child had donated. Some children brought in a collection of 10 plus books which compensated for the children who were unable to provide a book for the swap. In this way, every child got a new book and it taught the kids about sustainability in a contextualized and natural manner.
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SDG 1 – No Poverty, is one I would like to focus on this year. The children in our school will be receiving the hot dinners this year for the first time. Adequate nutrition for lots of our school children is a positive step towards addressing this goal on a local level. I think this development is a gentle way of starting a broader conversation about poverty in Ireland and developing to a larger conversation about poverty globally.
The video of ‘If the World was 100 people’, was a wonderful visual and impetus for discussion that I will access this year. So many of our children still belong to families where there is no literacy, possibly no physical home structure, access to sanitation, access to clean water etc. In conversations with our local librarian about this goal recently I was saddened to hear that there are still many families who spend time in the library just to be in a safe and warm environment for their children. It made me realise how much poverty is still within a stones throw from our school and how children both in and near poverty are coping with this challenge. The step forward and backwards game would be an effective interactive activity at this point. We could divide into groups and discuss various aspects of our own school day through role play. Activities like this allow children time to reflect on how they go to school and then consider how would they do the same journey without their car or bus? How would they stay dry without their raincoat? Where would they do their homework, where do they play etc. All of these questions are aspects of poverty that children can identify through the lens of their own experience and subsequently be the focus for conversations that can bring about change, starting in their own community and then looking at something like the hot dinners and consider the effect it will have on a national level.
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One of the Sustainable Development Goals (SDGs) that has significant implications for children both locally and globally is SDG 4: Quality Education. Quality education ensures inclusive and equitable education and promotes lifelong learning opportunities for all. At the local level in Ireland, children may face challenges related to educational inequalities, such as disparities in resources between urban and rural schools or among different socio-economic groups. Globally, many children lack access to basic education due to poverty, conflict, or cultural barriers.
To encourage my pupils to take action in support of SDG 4, I would start by raising awareness about these issues through interactive lessons and discussions. Students could engage in projects that connect them with peers from different parts of the world, fostering a sense of global solidarity and understanding. For instance, a pen-pal program or virtual exchange with a school in a developing country could highlight the contrasts and commonalities in educational experiences.
In the context of School Self-Evaluation, incorporating Development Education initiatives focused on SDG 4 can demonstrate the school’s commitment to fostering global citizenship and sustainable development. By regularly assessing the impact of these initiatives, schools can ensure they are effectively promoting equity and quality in education. Development Education can provide a framework for SSE by highlighting areas of success and identifying opportunities for further engagement and improvement in supporting the SDGs. -
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I was really taken by the housing aspect of global inequality and enjoyed the lesson. I felt it was really powerful because it is so relevant to us not only globally but locally also. In Ireland today there are so many problems with housing, not only for immigrants or refugees but also for Irish people. A child in my class was on the brink of losing her home and it became a news story in the local newspapers. Therefore, I feel the lesson and indeed the whole module can show pupils the inequality felt by children all over the world and how it can impact our lives and futures.
The game where Team 1 can take anything from team 2/3 would be great fun (for some) but also very thought provoking and a really got catalyst for a critical literacy discussion topic.
As a whole this unit will help the children to understand the global inequality in housing severely affects children’s lives, leading to disparities in health, education, and overall well-being, perpetuating cycles of poverty and limiting future opportunities.
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While all of the UN SDGs explore pressing issues, I personally find that SDG 4 is one that students engage with very well. My class and school are very fortunate as we engage with SeeBeyondBorders Ireland in their Solidarity Schools programme. Through the lessons with SeeBeyondBorders children have the opportunity to reflect on their own experience in school so far, the things that have experienced or that they do experience on a daily basis. Then, through the Solidarity Schools programme the children have the opportunity to learn about and find out more about education in different parts of the world, in this case the Siem Reap area of Cambodia. As my class this year were very enthusiastic researchers we coupled our Solidarity Schools lessons with project work where we compared Cambodia and Ireland as countries and explored the action of Cambodia as a whole.
The children also had the very unique experience of meeting people from Cambodia when they came on a visit to our school and they got to hear first hand about the differences in educational standards and experiences with attending primary, secondary and third level education in the 2 countries
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One relevant topic related to the Sustainable Development Goals (SDGs) is Quality Education (SDG 4). This goal aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
At a local level, children in Ireland might face challenges such as unequal access to educational resources, disparities in digital literacy, and varying support systems, especially in disadvantaged areas. Globally, children in developing countries often encounter more severe barriers like lack of school infrastructure, shortage of trained teachers, and socio-economic factors that hinder their educational opportunities.
To encourage students to take action in support of SDG 4 and align with ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions, I would involve them in the following activities:
1. Awareness Campaigns: Organize school-wide events where students can learn about the importance of quality education and the disparities that exist both locally and globally. This could include guest speakers, documentaries, and interactive workshops.
2. Community Projects: Encourage students to participate in community outreach programs, such as tutoring underprivileged children, organizing book drives, or volunteering in local after-school programs.
3. Global Pen-Pal Programs: Establish connections with schools in developing countries, allowing students to exchange letters or virtual messages. This fosters empathy and a deeper understanding of global educational challenges.
4. Advocacy and Fundraising: Guide students to initiate fundraising events to support educational charities and advocate for policies that promote educational equity. This teaches them the power of advocacy and the impact they can have on their community and beyond.
By integrating these activities, students can actively contribute to achieving SDG 4, fostering a sense of global citizenship and responsibility.-
Hi Miriam,
I agree exploring education opportunities and access would be an excellent topic for your 5th class to explore. Education like so many things can be taken for granted and highlighting some of the extreme disparities will certainly provide food for thought and maybe a degree of appreciation for how fortunate they are. Thanks too for sharing a comprehensive list of activities you plan to undertake with your class. Another poignant approach to explore educational inequality closer to home is to remind them of the two unprecedented lockdowns recently lived through which highlighted education inequality. Whilst learning continued remotely it was inhibitive and unsocial and once the initial novelty wore off the reality of the have access to face-to-face teaching and learning was evident to all.
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ESD is a lifelong learning process and an integral part of quality education. The key principals of ESD in Ireland aims to balance social, environmental and local efforts to global sustainability. I chose the ‘Climate Action’ goal. I am teaching in a Green School and we are striving to be more planet friendly through many projects as a school and also in the wider community. Some of the ongoing actions we have are:
School Garden: We have a poly tunnel and small garden space in the school grounds. Children have planted vegetables and trees. They are involved in the growing process and learn about nature and contribute to reducing carbon dioxide. We have parent volunteers that use our garden recreationally as a weekly social meet up and to help with planting, weeding etc.
Energy Conservation is important in the school. As teachers we teach children to save energy by turning off lights and electronic devices when not in use thus promoting awareness of energy consumption and its impact on the environment. We encourage pupils to bring reusable water bottles and fill up in the classrooms when needed.
Litter picking in the school grounds and also in the public space around the school is done on a class by class rota.
Many teachers create art or crafts from recycled materials also. -
Of the 17 sustainable development goals set of in the document by the United Nations, I think goal e Good health and well-being certainly affect pupils in my school at both a local and global level. I think that this can be simplified for them in terms of thinking about their own feeling and emotions and helping them to understand that all feelings are valid and the importance of managing feelings appropriately. Like some of the participant on this forum I have also encouraged pupils to take action on the SDG’s through working with Microsoft dreamspace. This enables the child to look at the development goal, research it in terms of local and global importance and design a project and prototype using code to target this goal for the 2030 initiative. Pupils designed a emotions tracker to allow them to chek in with their emotions and have different activities to help with their feeling e.g tired = listen to music, angry- move your body. Pupils gained a greater understanding of their emotions and the importance of minding their mind and could see the benefits globally for all children too.
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Hi Christine,
As you may be aware the TeachNet Project and Microsoft have had a long history of collaboration and since DreamSpace opened in 2018 we have worked closely with the Team providing blended learning courses to primary teachers, in fact we had two days out there last week on their STEM Starters course and will be back in August (12&13th) for a Game Based Learning Course and the hybrid Computational Thinking course. The SDG themed coding projects you’ve detailed are another example of the great work they’re and its culminating showcase event in DreamSpace is an event I try to attend annually. The ingenuity of the projects on show are always impressive.
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One Sustainable Development Goal (SDG) that significantly impacts children locally and globally is SDG 2: Zero Hunger. Children in Dublin and around the world face issues related to food insecurity, malnutrition, and inadequate access to nutritious food. To encourage my students to take action, I would integrate education about food security into our curriculum through hands-on projects and discussions. For instance, we could start a school garden to learn about growing our own food and the importance of sustainable agriculture. We could also organise food drives and partner with local food banks to support families in need.
Using Development Education (DE) methodologies, I would incorporate global perspectives, teaching students about the impact of hunger on children in different parts of the world. This could include virtual exchanges with schools in countries facing severe food shortages or studying case studies of successful community-led initiatives to combat hunger. These activities align with the School Self-Evaluation (SSE) framework by promoting critical thinking, problem-solving, and active citizenship. By setting specific SSE goals related to food security, such as reducing food waste or increasing awareness about nutrition, we can measure our progress and ensure continuous improvement.
By fostering a sense of global citizenship and social responsibility, we empower our students to contribute to a future where no child goes hungry, supporting the ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions. This approach not only addresses the issue of hunger but also instills values of empathy, responsibility, and proactive engagement in our students.
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Hi Nicole,
Your points on how to get our children to empathise with others who are less fortunate in the Global South (latest term learned on this course which I am striving to embed into my lingo and practice!) are very eloquently made. I totally agree with your final paragraph on marrying best practices w/ SSE goals.
I love the idea of looking at case studies and empowering pupils to become active citizens, whether via reducing food waste in schools or sending leftover school lunches (ours will be provided, from September) to local food banks for homeless shelters, or equivalent. Personally I also like to align good nutrition with good outcomes – if we eat less processed food and spend a little more on real food, we are not only sustaining farmers locally and internationally, but we are maintaining optimum health in our bodies.
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One topic related to the Sustainable Development Goals is Climate Action (no. 13). Children are affected by the climate and climate change at both global and local levels, whether directly or indirectly. Primary school students could be encouraged to take action in relation to this.
A whole school approach could be taken where schools focus on recycling, composting, planting trees, saving energy, etc. Any of these could help with climate action. A whole school approach could be a beneficial way for not only the older students to get involved, but also the younger ones. 5th and 6th classes could be encouraged to take responsibility by brainstorming ideas for ways to save energy in the school or promote recycling schoolwide for example. They could then share their ideas with the infant classes and even create mini lessons/ powerpoint presentations/ posters explaining why climate action is so important and what simple steps we can all take. This would not only take pressure off individual teachers to come up with ideas, but it would also give a sense of ownership to the students themselves. -
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I have decided to look at the topic of Quality Education (SDG 4) Locally, children benefit from equitable access to quality education through improved school resources, trained teachers, and inclusive policies, fostering better learning outcomes and opportunities. Globally, disparities in education affect children in developing regions, leading to lower literacy rates and limited future prospects. Quality education empowers children with the knowledge and skills needed for personal growth and active citizenship, helping to break cycles of poverty. By addressing this goal, children everywhere gain the tools to improve their lives and contribute positively to their communities and the world.
I would encourage my students to take action to support the SDGs in Ireland by, getting involved in community service projects, advocating for sustainable practices at school, and participating in local environmental initiatives. I would advise them to start or join clubs focused on sustainability, lead recycling efforts, and work on conserving energy and water.
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Thank you for your sending this on David. Focusing on Quality Education (SDG 4) is crucial both locally and globally. I agree it’s important for students to support the SDGs through community service projects, advocating for sustainable practices, and participating in environmental initiatives. Involving students in sustainability clubs, recycling efforts, and conservation projects will empower them to make a positive impact in their communities and beyond.
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One relevant Sustainable Development Goal (SDG) is SDG 13: Climate Action. Climate change affects children both locally in Ireland and globally, impacting their health, education, and future livelihoods. Rising temperatures and extreme weather events can lead to health issues, disrupt schooling, and cause economic instability.
To encourage students to take action in support of SDG 13, I would integrate climate education into the curriculum, emphasising both scientific understanding and the socio-economic impacts of climate change. Activities could include local environmental projects, such as tree planting, waste reduction campaigns, and energy conservation initiatives in schools.
I would also inspire students to become advocates for climate action by organising debates, creating awareness campaigns, and collaborating with local environmental organisations. Engaging students in hands-on projects and discussions can foster a sense of responsibility and empowerment. Additionally, connecting them with global initiatives and encouraging participation in programs like eco-schools can broaden their perspective and commitment to global climate action, supporting ESD to 2030 Priority Action Area 5.
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Hi Matthew, By Integrating stories and activities that challenge traditional gender roles, promoting mixed-gender projects, and fostering discussions on gender equality are good strategies. Celebrating diverse achievements, regardless of gender, is crucial in creating an inclusive environment. I agree it’s the importance of addressing and challenging stereotypes to help students develop a more equitable view of gender roles.
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Responsible consumption and production (SDG 12) significantly impact children’s well-being and future prospects both locally and globally and this is an issue that needs to be addressed as quickly as possible. At a global level, children are affected by health risks from pollution and hazardous waste(we watched a video this year of the massive pollution caused by the denim industry which was very sobering) and resource depletion that threatens their future, and environmental degradation. Locally in Ireland, issues like unsustainable consumer habits directly affect children’s health and environmental awareness. To encourage students to support SDG 12, integrating comprehensive sustainability education into the curriculum is essential. This includes lessons on the environmental and social impacts of consumption and production for the message to really hit home. Promoting practices such as reducing, reusing, and recycling through school programs and community projects, like creating community gardens and conducting energy audits, can actively engage students. We have a green school committee in place in my school which already does an excellent job of highlighting these issues. Collaborating with local businesses to learn and promote sustainable practices, organising community clean-up drives would foster a sense of leadership and responsibility. These actions, aligned with ESD to 2030 Priority Action Area 5, will go a long way to ensuring a sustainable future.
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Hi Seamus, like you said by teaching students about the environmental and social impacts of consumption and production, and promoting practices like reducing, reusing, and recycling, we can make a huge difference. I like your school’s green committee which sounds like a wonderful initiative, and collaborating with local businesses and organizing community projects will help foster a sense of leadership and responsibility among students. These efforts align perfectly with ESD to 2030 Priority Action Area 5 and contribute to a sustainable future.
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A Sustainable Development Goal that I would like to discuss is SD 13: Climate Action. Climate change is a pressing issue, both nationally and internationally, causing major changes to our weather patterns. This affects our crops, wildlife, people’s wellbeing and health. In other countries, the changing weather patterns are affecting children attending school due to adverse weather conditions and diseases. To support climate action in my school, I would take my class on field trips to local farms, engage in talks with local food producers, and explore the changing weather patterns in our area over the past 100 years. We would also explore the impact on local wildlife. This research can help the children create projects in groups to showcase to the rest of the school on the issues we face and possible solutions. Finally, to gain a deeper understanding of the depravity of climate change, I would link up with schools from the different corners of Ireland and further afield, to discuss how our local areas are affected, the changes in weather patterns and possible solutions to these issues. These actions would help the students to support Ireland’s Sustainable Development Goals.
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Hi Micheal,
Your focus on SDG 13: Climate Action is both timely and crucial. Climate change indeed poses significant threats to our environment and human health, affecting everything from crop yields to the frequency of natural disasters. Your approach to engage students with hands-on learning experiences is commendable and can have a lasting impact on their understanding and commitment to climate action.
Best wishes, Kate
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I love your approach to tackling SDG 13: Climate Action Micheal. Taking students on field trips and connecting with local producers can make the learning experience real and impactful. Linking up with schools across Ireland and beyond will give students a broader perspective and inspire collaborative solutions.
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Climate change, a critical aspect of Sustainable Development Goal 13, profoundly affects children both locally and globally. In Ireland, children face increased risks of respiratory issues due to worsening air quality, and disruptions to education from extreme weather events like floods. Globally, children in vulnerable regions suffer from malnutrition due to crop failures, displacement from natural disasters, and increased exposure to diseases.
To encourage students to support SDG 13, I would integrate hands-on activities such as school gardening projects to teach about sustainable agriculture and carbon footprint reduction. Organizing local clean-up drives and tree-planting events can empower students to take tangible actions. Incorporating climate change education into the curriculum through interactive lessons, guest speakers, and field trips to renewable energy sites can deepen their understanding and commitment.
The global inequality module can enhance School Self-Evaluation (SSE) by fostering a culture of awareness and inclusivity. By evaluating our school’s practices and policies through the lens of global inequality, we can identify areas for improvement in promoting equity and sustainability. This might include assessing the accessibility of environmental education for all students, ensuring diverse voices are heard in sustainability initiatives, and developing partnerships with schools in less advantaged regions to share resources and knowledge. Integrating these insights into SSE helps build a more equitable and environmentally conscious school community, aligning with the broader goals of the ESD to 2030 framework.
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Sustainable Development Goals (SDGs) have a major effect on children in today’s world. In particular, it has an undeniable influence on their quality of education. For example, SDG 1 (No Poverty) and SDG 2 (Zero Hunger) and SDG 3 (Good Health and Well-being). These sustainable development goals have a have an impact on children’s well-being, their nutrition, their mental, health and health overall. Having a lack of any of these necessities can have a very negative impact on a child’s educational career.
furthermore, SDG 4 (quality education) encourages a good standard of education, helps the child become a lifelong learner, and ultimately develops their cognitive abilities.
Finally, SDG 5 (gender, equality). The sustainable goal development encourages equal treatment of both girls and boys and encourages opportunities presented to girls to help them excel in society and in education.
As a teacher, I feel we have the responsibility to not only educate our children about the sustainable development goals and their importance, but also to encourage discussion and reflection within the class to help them, understand it at a more depth and further more be outspoken about the port importance of these in the future.
I feel we have the responsibility to not only educate our children about the sustainable development goals and their importance, but also to encourage discussion and reflection within the class to help them, understand it at a more depth and further more be outspoken about the importance of these in the future.
this can be sheaved through various lessons based on sustainable development goals. -
A sustainable Development Goal that I would like to focus in on would be SD13- Climate Action.
As we are all aware, climate change is a growing issue that is affecting each and every one of us. Some countries are experiences extreme weather changes that is negatively impacting health and wellbeing, food produce and travel. For children, they are experiencing extreme worry as they are seeing the negative impact climate change is having on our world. By teaching children from a young age on what we can do to help with climate change, that will allow them to understand that they have a voice to help and protect our world.
To support climate action in my school, I would teach and explore the extreme changing weather pattern here in Ireland and in other parts of the world. As well as that, I would work with the Green Schools Co-Ordinator to organise events in the school to promote climate action. Celebrating days such as World Water Day and reinforcing the importance of reducing, reusing and recycling is a good start.
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The goals of promoting responsible consumption and production along with Climate Action are ideal to promote in a primary school setting. The younger the children adopt positive habits the better for the planet.
The journey our food takes from farm to our forks creates greenhouse gases. Leftover food then continues to release greenhouse gases into the atmosphere as it rots. The United Nations Food and Agriculture Organisation has calculated that if all food waste was classified as a country it would be the third highest emitter of greenhouse gases coming along after the USA and China.
We tried to tackle this problem on a local scale in our school this year as part Green schools. I am conscious teaching in a DEIS school for over twenty years that there are many children who rely on the school lunches and indeed I think about how they are faring during the summer holidays.
Our school now has the hot lunch scheme and are tied into a contract for the next few years with a company who would only allow us to use hot lunches as the only option. When we had the cold lunches there was less waste involved and anything left over could be collected by the local homeless hub who then distributed this so there was virtually no waste. They can’t collect the hot lunches as they can’t take the responsibility of reheating in case of food poisoning. With the cold lunches children could also bring home the food if they chose to eat later in the day/over the weekend. Some of our families don’t have access to cooking facilities so the hot lunch is vital for them. A combination approach where the children could order both would reduce waste and reduce hunger too.
Our Green schools project focused on encouraging children and parents to continually look at their child’s lunch option and see whether they were actually eating this or not. They could change the option or cancel it if their child wasn’t eating it. In one class 2/3’s of the food was being dumped over the week. In other classes many children were bringing in lunch as usual and eating this hot lunch also which is possibly contributing to rising obesity levels. Green schools committee members made posters and visited the classes at lunch to survey the waste and encourage children to think about the waste generated. Parents were also informed.It was huge success.
I feel that this could be extended further if we petition politicians and highlight the waste this scheme, although very noble, creates. The money involved for each school is staggering and could be used to better effect employing extra Snas, Speech and language therapists etc.
As previously stated I am fully aware that many children rely on these meals but there are also many children like my own , in a non DEIS school, who have recently started the scheme and were managing perfectly fine with lunch coming from home.
As part of SSE we could look at our healthy eating policy and educate classes around their food option choices and also incorporate some cookery classes into the curriculum. We could also make the new cohort of Junior Infant parents aware of how the scheme is faring and how they can help reduce waste.
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The food waste issue and its impact on greenhouse gas emissions are eye-opening. The efforts made through your Green Schools project, particularly in encouraging students and parents to reconsider their lunch options, are great to hear. It’s unfortunate that the hot lunch scheme, while beneficial for some, creates waste issues that weren’t as prevalent with cold lunches. I especially like your combination approach to reduce waste and hunger is very practical.
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Hi Claire,
My school also has this issue of hot lunches going uneaten, and ultimately being wasted. Our green schools committee has tried tackling this before but the results we not great. On your post you gave some good ideas on things I could mention to my school in trying to promote less food waste. Thanks for the tips.
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I found your post really interesting. We have a similar issue with many lunches not eaten and generating so much food waste. I worked in countries where starvation and death from hunger is a real problem so it breaks my heart to see untouched lunches going directly into the bin. It is really hard to combat this. Its hard to get lunch options that are appealing and also healthy. I feel in the long run that this may not be the best solution to address healthy eating. I see a lot of children from eastern European countries whose lunch are small snack sized options of pasta, fruit etc. They are cheap options but healthy. I see other children arrive in with a chicken roll. I think school lunches are not setting up families with enough education around healthy eating. I acknowledge that not every family has the facilities to prepare lunches but education on cheap healthy food prep now would go a long way.
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Hi Claire,
Unfotunatley it seems that the waste surrounding hot lunches in common place in schools recently. When the children had cold lunches they could easily be distrubuted to families who may be in need, however now most days I am seeing quite frankly, mounds of food being thrown out. I work in a school with approx. 1000 children. Towards the end of the year with famlies travelling abroad/going to their home countries, the waste was sinful and really struck a chord with the staff. Sad to see this is happening all over the country!
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The sustainable development goal I have chosen is ‘Zero Hunger’. At a local level in Ireland, the government have introduced the Free hot schools meals programme in DEIS schools. This is a great idea! However, when this was first introduced it was to DEIS schools only. It did not acknowledge that children attending non DEIS schools may also be hungry. This has since been changed which has acknowledged that children can be hungry and hunger is not determined by geographic location. However, when you look at hunger in our country and in 3rd world countries, the differences are stark but the sad similarity is that there are hungry children all over the world.
I think it is important when diving into the topic of ‘No hunger’, teachers are aware of their class and the needs that may be present. We sometimes as teachers can focus on this and on 3rd world countries when it can also be an issue here in Ireland due to family circumstances and the increase in cost of living!
As a teacher in a DEIS school, I always have breakfast bars in my cupboard as well as fruit juices. We sometimes have toast in the mornings as an introduction to the day. This is a soft start to the day and also allows children who may not have eaten breakfast a chance to have some in school. -
For me, SDG 4 “Quality Education” is one of the most important goals. I grew up in a disadvantaged area and I encountered poverty on a daily basis. I always remember my grandmother telling me that education was the way out! She was right! I was determined to get a good education and to go to college – I was the first in my family to do this! It’s such a wonderful sense of accomplishment and I am lucky that, in Ireland, this was achievable for me – education was/is free! I don’t think children really understand how fortunate we are in this country to be able to go to school, receive books, lunches etc; apply to an abundance of colleges/plc courses etc. We really can be anything we put our minds to in Ireland. I would teach this to my students. I would tell them about my own personal journey. We would explore education in other countries and compare what we have to them e.g. Cambodia. Our school is in a partnership with an organisation that supports the education of children/young adults in Cambodia. I would hope that this would help the children to feel empowered to help accomplish the global goal of quality education and to make the world a better place for all. Continuing our partnership with Cambodia and becoming actively involved, engaging the local community, creating an awareness around the differences between education in different countries would contribute to the development of SG4.
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The Sustainable Development Goal (SDG) of Climate action (SDG #13) profoundly impacts children both locally and on a global scale. Here in Ireland, climate action efforts contribute to reducing pollution and creating healthier environments. This in turn has improved children’s overall well being and health. On a global scale, climate actions are helping to mitigate the adverse effects of climate change. By addressing climate change, these efforts aim to secure a safer and more stable future for children worldwide.
As a teacher I can encourage students to take action to support SDG #13 by integrating environmental education into the curriculum I am teaching and foster a culture of sustainability in the classroom. Prior to starting this summer course I completed a course on creating multimedia resources in class to teach about climate change and sustainability. This course was highly informative and gave me lots of great ideas on websites and online resources I could use to teach about climate change and foster climate action in the classroom. By using these resources as well as resources highlighted in this module I feel that I can inspire the children in my class to make sustainable choices in their daily lives. As a teacher, I can also encourage the children to participate in climate action initiatives in our local area, empowering them to be proactive agents of change. This also aligns with ESD to 2023 priority action area 5 by fostering a sense of community and global citizenship in children and focusing on local level action.
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Ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all (SDG 4) has a direct impact on students’ wellbeing and future opportunities both locally and globally. At a local level, the rise in family homelessness in Ireland has a direct impact on children’s’ education. In Focus Ireland’s “Education Matters” report by Camille Loftus concerning young people who were homeless, she states that education has been identified as one of the “greatest areas of concern ” for these young people who were homeless. She states that homelessness can be so disruptive to a child’s education especially in the day-today reality of living in emergency accommodations. Joblessness appears to be the main reason for homelessness and with the rise in the cost of living, families are suffering. At a global level, throughout the world, poverty is the most pervasive barrier to education along with lack of adequate facilities and infrastructure, competent teachers, textbooks, parental support and community involvement. It is hard to believe that 67million children in our world are not in school. Access to education is not a privilege, it is a right.
To encourage children to support SDG4, integrating global educational inequality into the curriculum is essential. This includes lessons on the relationship between inequality and access to education, allowing the students to recognise the reasons why children may not be able to attend school and understand the importance of education for all children.
Promoting practices such as awareness campaigns, workshops through school programs and community projects that highlight the importance of quality education for all children. Getting the children to create fundraising projects such as “creating an educational shoebox” that would consist of educational resources to support children in schools that are in need of the support. Initiatives like this would enable the students to become better global citizens where they can empathise and care for others, empowering them and helping them to foster a sense of leadership and responsibility. These actions could be embedded as part of our SSE process with a focus on ESD to 2030 Priority Action Area 5, empowering us all to become more caring towards global educational inequality.-
Implementing lessons on educational inequality into the curriculum can help students understand the barriers faced by children worldwide. Regarding the idea of awareness campaigns, workshops, and community projects is excellent for promoting the importance of quality education. Contributing to initiatives like creating educational shoeboxes can empower students to make a tangible difference, fostering empathy and leadership.
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Implementing lessons on educational inequality into the curriculum can help students understand the barriers faced by children worldwide. Regarding the idea of awareness campaigns, workshops, and community projects is excellent for promoting the importance of quality education. Contributing to initiatives like creating educational shoeboxes can empower students to make a tangible difference, fostering empathy and leadership.
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Children are profoundly affected by housing issues both locally and globally. Poor housing conditions can lead to health problems, limited access to education, and social instability, which can hinder their overall development and future opportunities. To encourage students to take action in support of the Sustainable Development Goals (SDGs) in Ireland, particularly under the Education for Sustainable Development (ESD) to 2030 Priority Action Area 5, I would start by educating them about SDG 11: Sustainable Cities and Communities. Using multimedia resources, guest speakers, and real-world examples, I would illustrate the impacts of housing issues on children’s lives.
Engaging students in local community projects can make a significant difference. Volunteering at local shelters, creating awareness campaigns about housing rights, or participating in neighbourhood improvement initiatives would help students see the direct impact of their efforts and understand the importance of local actions. Classroom discussions and debates on housing issues would further develop their critical thinking skills and foster a global perspective. Partnering with local and international NGOs working on housing can provide meaningful engagement opportunities, allowing students to learn from experts and contribute to larger efforts.
Teaching students how to advocate for change by writing letters to local government officials, creating petitions, and using social media to raise awareness can empower them to voice their concerns and suggest solutions to policymakers. Integrating housing-related SDGs into the curriculum across various subjects can also help. For example, discussing the importance of sustainable cities and communities in social studies classes can deepen their understanding and commitment. By taking these steps, students can be inspired to actively participate in accelerating local-level actions to support the SDGs, fostering a sense of global citizenship and responsibility aligned with the goals of ESD to 2030.
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I think a really important area for Global Sustainable Development, which is highly relevant to the children in our schools, is equal access to quality education. A number of the lessons in this programme will allow the children to gain an appreciation of how privileged they are to have free and equal access to an education here in Ireland. This is something that many of our children here would take for granted. It is important for them to realise that they are in a very lucky group to have access to this and to learn to appreciate the opportunities this affords them. The lessons in this programme would be a great starting point to develop awareness of this in the classroom. THis could be extended through a programme of connecting with a school in the developing world and reaching out to the staff there to establish a pen-pal system of communicating with children in this developing community. This would deepen children’s understanding of the importance of quality education and enhance their level of empathy and connection with those less advantaged.
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I believe that a really important area for Global Sustainable Development, which is highly relevant to the children in our schools, is equal access to quality education. A number of the lessons in this programme will allow the children to gain an appreciation of how privileged they are to have free and equal access to an education here in Ireland. This is something that many of our children here would take for granted. It is important for them to realise that they are in a very lucky group to have access to this and to learn to appreciate the opportunities this affords them. The lessons in this programme would be a great starting point to develop awareness of this in the classroom. THis could be extended through a programme of connecting with a school in the developing world and reaching out to the staff there to establish a pen-pal system of communicating with children in this developing community. This would deepen children’s understanding of the importance of quality education and enhance their level of empathy and connection with those less advantaged.
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Hi Aideen, Thank you for pointing out the importance of equal access to quality education as a key area for Global Sustainable Development. It’s essential for children to take into consideration the benefits of free and equal education in Ireland. The lessons in this programme are a great starting point for developing this awareness in the classroom.
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I will focus on Goal 6: Ensure access to water and sanitation for all and Goal 7: Life below water. When reading this assignment question I was reminded of a conversation I had with my fifth class students this year. The discussion was based around a water outage in the area and the effect it had on the children and their families. School was cancelled that day, they had takeaways for dinner and some training was cancelled. On the other hand some kids complained of a bad smell from the toilets and were anxious about the lack of water. This global goal may relate to the children’s lives but I think they would also be interested to learn about why this goal is so important on a worldwide level. Water is an essential need for all human beings and it is vital that this goal is met, educating children about this is a step in the right direction. Children may be affected by access to water on a local level but as well as that learning about why this is a sustainable goal will hopefully have the desired effect, that they will want to take action.
I would encourage my children to take action by assigning them a class project to research countries around the world and their access to water. They could then research ways in which we can improve people’s access to water around the world. As well as that we could look at life below water and how important it is to keep the water we do have in the world clean and healthy for those who use it and those who live in it. We could make posters as a class to put up around the school to raise awareness about the subject.
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I’m choosing SDG no.2 as it’s one I’m going to be focusing on during the next academic year regardless, as part of our Green School’s Global Citizenship Food & Biodiversity Flag. This goal strives for a world free of hunger by 2030. In reality, sadly, this isn’t the case – there are huge inequalities at play – as demonstrated so ably in some of the YouTube videos in Module 3…whether Malala introducing ‘The World’s Largest Lesson’ (one I would use in class as a super introduction to the SDGs); or the ‘Until we are all equal’ clip – which was simple, easy to follow and packed a punch in terms of the hard-hitting message. I would also use the Step Forward Game, to remind the students just how rich/privileged they are on a daily basis, most of which they take for granted. I have similarly used the Categorise as a Luxury or Necessity List Game to good effect in the past. Jumping back to SDG no.2 the cost of living crisis in recent years has affected how many shop in the Western World. Climate change is affecting growers and conditions everywhere. We will continue to GIY in the school’s polytunnels and raised beds, and we’ll highlight Fair Trade and Food Miles as previously. As Global Citizens we’ll show that making changes if we can, be it at home, at work or in the community—by supporting local farmers or markets and making sustainable food choices, supporting good nutrition for all, and fighting food waste – doesn’t just affect our own physical and mental health, but is better for the planet and fairer to everyone.
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I have chosen the topic of poverty and particularly homelessness. It relates to the Sustainable Development Goal No. 1 – ‘No Poverty’. Poverty and homelessness can be seen locally and globally. I work in an area where there is high levels of poverty and homelessness. The majority of my class are living in homeless accommodation. Although I teach in an infant school the children can be very aware of their housing situation. I liked the approach taken in the video where the teacher started discussion using pictures of different homes. I think this would encourage good discussion. I think the musical chairs type game was also very effective in showing the equality that exists both locally and globally. We could then look at how we can help locally. Focus Ireland do a lot of work around homelessness in my area and the children could listen to a guest speaker or do a project around their work. The class could then look at poverty and homelessness around the world. The children could discuss how they could use their voices/ actions to change the situation. Hopefully this would lead to discuss around helping charities, writing to governments and creating awareness.
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The sustainable development goal I have chosen is 1, no poverty. I have chosen this goal as I feel it is very prevalent at the moment both globally and nationally. A number of students I have taught in the last number of years have been experiencing homelessness. This has had a large impact on them emotionally, socially and on their education.
The effects of poverty worldwide can be seen to have large effects on children. I believe it would be an important goal to teach our students about to allow them to identify issues globally but also might allow some of them to make connections to what is happening to other children. (This would need to be done mindfully of course)
I would do this through videos, group work and project work. A nice idea could be to organise a fundraiser schoolwide for a local charity and global charity. This could also tie in the community. My school holds an intercultural day each year, which we could tie into the fundraiser.
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Teaching students about the effects of poverty worldwide and allowing them to make connections to their own experiences can promote compassionate thinking and a deeper understanding of global issues. Using videos, group work, and project work are effective methods to engage students in this valuable topic of study.
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I would like to concentrate on Sustainable Development Goal 4 with my class- Education. The focus on equality and inequality in education is something that is so important but also something that most children in our schools might not think too deeply about. It would be beneficial for the children to watch the videos as it would give them an insight into what education is like in other parts of the world. It would show them how lucky they are in Ireland with free access to all. Of course, we have many external factors that can negatively influence childrens’ education in Ireland such as family background and views towards education but they can see how so many children and girls in particular do not have the same opportunities as they do here. The link between education and the lack of a home to live in has been made in one slide. This would be a start for children in our schools. If they are aware that they can start helping in their own local area and then it will make sense to them that they can broaden the help to other areas in our country and then to other countries where childrens’ education is suffering. Something as simple as sending copies and pencils to those who are less fortunate is a good start.
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Drawing attention to the role of external factors such as family background in education here in Ireland can make the issue more relatable for your students. Engaging with local projects, like sending school supplies to less fortunate children, is a practical and effective way for your students to contribute.
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So true Cathriona, during covid, we as a staff group became aware of families who had no access to internet and resources that they could use to homeschool their children. We came up with a plan to provide packs for those families with pencils,copies, workbooks, colours, readers etc so that their children could keep up with their learning while at home.
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Focusing on Sustainable Development Goal number 7 is a good idea because climate change can’t be combatted if the alternative to climate change inducing activity isn’t there. Ireland’s position as a car dependent country means that there is a lot of room for improvement. Educating the students on how carbon heavy all vehicles are (including electric vehicles) is a good place to start. We could then allow the students to catalogue the main reasons people drive to and around our school and what are the obstacles to the alternatives. Completing walkability surveys, canvassing for bike lanes and improved public transport could be impactful initiatives. This would link well with the Priority Action Area 5: Accelerating Local Level Actions and hopefully snowball in the community.
We would also look at the schools’ energy usage and ways that can be improved and maybe even switched to renewable energy.
Again, we could set sustainability, energy and travel targets and check milestones as we progress in those areas.
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Unfortunately in todays society structural inequality is prevalent across many areas such as education, housing, healthcare.
Personally I can see first-hand in school how housing inequality can have an affect both at global and local level.
Traditionally we may have associated homelessness with third world countries however unfortunately it has become a crisis in our country and this can be seen in our schools. Many children are living in direct provision centres, B&B’s, hotels, inadequate social housing and this has a profound impact on their quality of life. Many children have no adequate playing areas, cooking facilities, proper beds and naturally this would affect them. This then affects them in school as they many come into school tired, frustrated, hungry and this impacts on their learning. As well as this children may feel shame and embarrassment about their social situation. I would encourage my class and my school to engage in exploring and understanding these situations more to help better empathise and assist these children and their families. -
I choose SDG 3 Good Health and Wellbeing as our school is looking at Wellbeing of our school population as part of our SSE Plan. Wellbeing is coming to the fore more often in how we engage with our students in our school. Our school is a DEIS school and we have looked at where the needs of our more vulnerable students lie. We have identified issues such as anger management concerns, lack of resilience and mental health concerns. Some of the children come from situations where addiction, adult mental health and domestic violence affect their lives. We are trying out different programme to help students such as Zones of Regulation to help students equip themselves with tools to manage challenging moods. At a global level, mental health is an issue that we could investigate more. I focus very strongly on health every year. I give simple weight bearing exercises as part of homework. We take part in run a mile every year. I try to introduce the children to sampling fruits and vegetables as part of encouraging them to eat a rainbow. The students also suggest ways of engaging in movement breaks and we also do relaxation techniques and belly breathing daily. Lust for life has a programme that is helpful for guided relaxation techniques.
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It’s great to hear that your school is making a priority of wellbeing, especially since you’re in a DEIS school where students face various challenges. Addressing issues like anger management, resilience, and mental health is important, and it’s a great thing that you’re implementing programs like Zones of Regulation.
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Your ideas for health and wellbeing promotion are great Fiona and I use many of them myself. My students really enjoyed the Lust for Life programme and found the breathing techniques very useful for regulating. We also use sound therapy in my school as a form of relaxation and regulation and the students really benefit from it.
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One impactful way to engage students in supporting the Sustainable Development Goals (SDGs) in Ireland thus focusing on ESD to 2030, is to highlight the global goal of Quality Education (SDG4), by specifically investigating how children are affected by access to education at both local and global levels.
At the local level, students can be made aware of disparities in educational opportunities within Ireland itself, such as differences in resources between urban and rural schools. (smaller class sizes, access to internet, transport etc) By fostering understanding of these local disparities, students can be encouraged to take action. This could be in the form of setting up a penpal scheme between children in urban Dublin and a rural part of Ireland, allowing them to investigate the difference in the schools and if there is a major difference coming together to write letters to the minister of education or local politicians.
On a global scale, children in developing countries often lack access to quality education, which hinders their ability to break the cycle of poverty. Students in Ireland can participate in fundraisers or letter-writing campaigns or research projects to inform themselves about education in other countries. Again writing letters to local councillors expressing the unfairness and demanding change.
Empowering students to take action at the local level not only instils a sense of responsibility towards their immediate community but also contributes to the wider global effort of achieving SDG 4: Quality Education by 2030. By emphasizing the interconnectedness of local and global challenges in education, students can be motivated to make a meaningful impact in supporting the Sustainable Development Goals.
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I think the idea of a pen pal scheme between urban Dublin and rural parts of Ireland is excellent. It not only promotes understanding but also builds empathy and communication skills. The idea of writing letters to the Minister of Education or local politicians is a useful step that empowers students to advocate for change.
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It is future generations that will feel even more of a negative impact as a result of climate change. I think it is essential to hightlight the importance of this in school, particularly here in Ireland where the damages and challenges are less evident than elsewhere in the world currently. Of course, Ireland is being affected by climate change, but most children here are not yet seeing the impacts as much as in other countries. Children can be inspired to take a variety of actions to support SDG 13. Putting into practice whole-school initiatives, such as recycling programs, tree planting, developing school gardens, litter pickers, energy saving initiatives etc are simple, yet affective measures that can be taken. They are also accessable to all age groups in primary school. These help students develop a sense of accountability and develop an understanding of their role in tackling climate change and how every little thing can make a difference. By boosting actions at a local level, we can help cultivate a generation that is aware of sustainability and a population that is dedicated to making a positive impact not only directly in their own comunities, but also in the wider world.
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Future generations will indeed face the brunt of climate change, so it’s important to instil awareness and proactive habits in students early on. Your ideas for whole-school initiatives like recycling programs, tree planting, and energy-saving projects are fantastic. We are fortunate enough to have a garden space in our school and each class gets an opportunity to plant in a bed assigned to their class each year. These activities not only educate students about sustainability but also empower them to take action.
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I looked at “poverty and homelessness” which relates to goal number one “No poverty”. The lockdowns in recent years really highlighted inequality within education. Although it isn’t always obvious and probably does differ from school to school, I think it was unavoidable to recognise that certain children were very vulnerable when it came to online or home learning. Working in a diverse area, we encountered a broad level of engagement across our classes but a common theme was that already vulnerable children were engaging with learning less and less. We identified a number of children who were not on our radar in terms of experiencing poverty. As a school, we were providing lunch and food for a number of families and we had not really looked beyond this as an indicator of children that were struggling in terms of their vulnerable household. There were a number of reasons, from lack of access to the internet to not having breakfast in the morning. At a local level, these are the things we are noticing within the classroom. As another participant mentioned above, I have also encountered pupils that cannot afford to go to the doctor as they get older and are above the age of eight. On a global level, this is the same on a much larger scale. Many children have no access to education and in the last two years there are more displaced children than ever. There is such a divide between the global north and south.
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The Sustainable Development Goal (SDG) that I think can be most affecting for pupils is Goal 13: Climate Action. Climate change is of relevance to pupils at both a local and global level. The UN states that every person, in every country in every continent will be impacted in some shape or form by climate change and pupils in our schools can be considered as being impacted by climate change. In the locality this can take the form of air pollution particularly when a school is in an urban setting and this is particularly affecting to pupils with any underlying health conditions, but also to all pupils as a factor that can affect physical and mental health. Global warming is affecting to pupils as they witness rising temperatures and harsher winters. Participating in school wide initiatives to promote sustainability and lower emissions e.g. sustainable transport to school including walking and cycling encourages pupils to support SDGs.
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SDG 13 focuses on climate action, how to combat climate change and the impact it has on the globe. Children have witnessed climate change in Ireland with closures for extreme weather such as red warnings for storms, maybe even a closure for a rare snowday. This has increased their awareness at local level and the impact it can have on their school environment.
We as educators have addressed climate in the past through the great videos and documentaries we have found on various educational websites. This was something that just happened in a country and not to us.
In our schools we have followed guidelines to further educate our pupils through various campaigns such as green flags for recycling etc The children have visits from groups who encourage us as schools to combat climate change by planting trees, conserving energy within our schools, recycling more and engage in workshops and activities to support this.
As teachers we teach climate change across our SESE and SPHE curriculum and also with our student council to encourage and foster a sense of responsibility for the future of the planet by listening to their opinions and ideas. Their decisions become part of the school plan.
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With reference to SDG 1 – No Poverty – I think poverty is one of the major structural inequalities in the world today. As stated, over 700 million people are living in poverty. As a result , children living in these circumstances will be adversely affected in many facets of their lives. Locally and globally, poverty usually lends its itself to a multitude of other social challenges. For example, children from impoverished backgrounds live in poor or inadequate housing conditions. This in turn leads to other social difficulties and a lack of education. I would encourage my students to take action by facilitating activities around the school and the local community to raise awareness about poverty. Children could volunteer at local organisations aimed at alleviating poverty. Students could work collaboratively and organize fund raising activities in the school community. It would be very beneficial for the students to participate in a poverty simulation activity in the classroom as a starting point to their learning.
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The Sustainable Development Goal related to Climate Action (13) addresses the need to tackle climate change and the impact of it. Children are vulnerable to the effects of climate change, through the health impact of pollution, extreme weather events, and disruptions to their education and their every day lives.
Encouraging Students to Take Action
I would encourage children to engage with the SDG by Teaching them about the effects of climate change through lessons, and talk and discussion. I would organise projects in conjunction with the green school flag where children can assess their school’s carbon footprint and come up with ways to reduce this. This could include energy-saving measures, reducing waste, and promoting recycling.One very successful fundraiser our school has ran for the last few months is collecting plastic bottles from the children for the deposit return scheme. There are monthly draws for families who bring in their recycling. This has been very effective and is promoting recycling in the school and in the local community.
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The initiatives you mentioned to promote SDG 13 are impressive. Consider adding hands-on activities like school gardens and energy audits. Partner with local businesses and organize community clean-ups. Make use of educational technology and creative fundraisers to enhance student engagement and awareness. These additions will deepen their understanding and commitment to climate action.
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I think SDG 13 on climate action is one that not only would pupils be interested in because of the impacts on climate change on a local and a global level but they may also have some awareness of that could be built on from Junior Infants up.
Community Involvement would Encourage students to participate in local environmental initiatives such as tree planting, community clean-ups, and advocacy campaigns. This year we took part in the “Trees on the land” initiative whose aim is to plant young native trees in the 32 counties. Each child in the school planted a tree each and by the end of the day over 400 hawthorn trees were planted. Tidy towns also linked in with us for this campaign and some local businesses and it really got the kids involved in a hands on way. A local business also donated their empty cans and bottle to our deposit return scheme fundraiser.-
I very much like the ideas you have shared Anthony of engaging children directly with taking climate action through planting, clean ups, Tidy Towns. I definitely agree that utilising the deposit return scheme as a teaching tool has the capacity to achieve several positive goals – encourage & increase rates of recycling, fundraising for school projects and community engagement.
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Children are and will be one of the most affected groups of our population by climate action at both local and global levels. Locally, initiatives such as reducing plastic use, promoting recycling, and increasing green spaces directly impact their health and environment. Globally, climate action helps mitigate the severe effects of climate change, ensuring a more stable and sustainable future for all children. Issues like extreme weather event and food shortages can have a massive impact on children on a global level.
To encourage students to take action supporting the Sustainable Development Goals (SDGs) in Ireland, especially under ESD to 2030 Priority Action Area 5, we can try a range of several strategies. Firstly, integrating the SDGs into the curriculum can raise awareness and understanding of global challenges and the importance of local actions. Projects and assignments could focus on themes such as clean energy, sustainable cities, and responsible consumption.
Organizing school-wide sustainability initiatives, like clean-up campaigns, and waste reduction competitions, can actively involve students in making tangible changes. As we know children learn by doing and this active learning will encourage these initiatives to hopefully be implemented as they grow and develop.
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SDG 13 is the one that I would choose to focus on in my classroom as it’s one that is so important globally and is one which will continue to impact the lives of our students. This SDG is also one which I feel I could adapt easily to suit the level of the students in the special school I teach in. I would begin by focusing on the weather and getting them to talk about and observe the different types of weather they observe in Ireland compared to the weather they expect to see in each season. We would look at recycling and reusing items and sustainable living which are all topics my students would understand. I would get them to take part in projects looking at climate change and the part they can play to reduce their impact on the climate. Last year my students really enjoyed collecting plastic bottles and cans for the deposit return scheme and walking to our local supermarket to return them.
As a school we could organise initiatives for recycling and litter collection such as the picker pals and hold competitions to encourage the children to make changes at a school and community level. By continually enabling the students to see the difference they can make to the SDG’s and making them part of their learning it will hopefully encourage them to keep doing their part throughout their lives.
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Promoting climate action in the primary school classroom in can be done in various engaging and educational ways. Here are some activities that align with sustainable goal 13. 1. Integrate Climate Education Across Subjects- Teach children about the science of climate change, renewable energy sources, and the importance of biodiversity. Explore the effects of climate change on different regions and around the world. Encourage students to read books, write essays, and create artwork related to environmental themes.2. Hands-On Learning and Projects
Gardening: Start a school garden to teach students about growing their own food, composting, and the importance of plants. Implement a school-wide recycling program, teaching students how to properly sort waste and the importance of reducing waste.
Conduct energy audits of the school to identify ways to reduce energy consumption and involve students in developing solutions.3. Celebrate significant days such as Earth Day. Organise activities and lessons around Earth Day to raise awareness and celebrate the planet. -
Education is a fundamental human right, yet 67 million children worldwide are deprived of this basic necessity. Gender discrimination is a significant barrier preventing many girls from accessing education. The lack of education perpetuates poverty and inequality in communities.
Firstly I will look at Education Inequality in Ireland from a historical context where free education was not always available in Ireland. We will discuss key milestones and figures in the fight for educational equality. We will then look at the current issues where some areas or groups still face educational barriers, such as rural vs. urban access or marginalized communities.
Looking at the issue globally students will research a country with limited access to education and present their findings. I will also use role play to teach the issue I will assign roles (e.g., a student from a developing country, a government official, a charity worker). They can act out scenarios to get a better understanding of challenges and solutions.
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Topic: Climate Action (SDG 13)
Climate action is a crucial SDG that profoundly impacts children both locally and globally. In Ireland, rising temperatures, increased flooding, and extreme weather events are becoming more frequent. These changes affect children’s health, education, and overall quality of life. Globally, climate change can disrupt communities, exacerbate poverty, and threaten the future of children everywhere.
To encourage students to support climate action, I would start by integrating climate education into the curriculum, focusing on how local actions can make a global difference. I’d involve students in practical projects such as creating a school-wide recycling program, organising tree planting events, and reducing single-use plastics. Engaging them in climate advocacy through social media campaigns or local government meetings can also foster a sense of empowerment and responsibility.
By linking these actions to the broader impact on their future and the global community, students can see the value in their efforts and understand their role in achieving SDG 13.
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While focusing on practical projects like recycling programs, tree planting, and reducing single-use plastics, you’re making climate education meaningful and impactful. Engaging students in advocacy can empower them and foster a sense of responsibility, contributing meaningfully to SDG 13. Keep it up!
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Children can be significantly affected by the Sustainable Development Goal of Climate Action at both local and global levels. As a senior class teacher, I have noticed that students can grow quite anxious when the topic of Global Warming is brought up.
At a local level, this goal has health impacts due to air pollution in urban areas. As I already mentioned, the stress and anxiety caused by Climate Change can affect children’s mental well-being. The educational disruptions have been particularly impactful to children’s lives at a local level in recent years due to extreme weather events like flooding.
Globally, children around the world are experiencing the effects of more frequent and severe natural disasters, such as hurricanes, floods, and wildfires, which can displace families and disrupt lives. Global warming can lead to shortages in water and food supplies, affecting overall nutrition and health.
As schools, we already raise awareness on this SDG by integrating climate education into the curriculum to teach students about climate change, its effects, and the importance of sustainable practices. As this can evoke anxiety in some pupils, it may be worth notifying parents when such topics are being taught so that a further conversation may be had at home about this topic. At a local level, I think Irish schools are great at implementing school-wide projects that promote sustainability, such as recycling programs, creating school gardens and green transportation. I think all schools should collaborate with local environmental organisations to host workshops, campaigns, and events that raise awareness about climate action.
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The Sustainable Development Goal that I have chosen is Goal 13 Climate Action. This Goal is vitally important as climate change, global warming and issues of pollution etc. has an effect on everyone and we all need to work together as a global community to solve this issue. I would encourage students to take action firstly by using the resources from this course to educate children on what Climate Action is and how it can be done, starting with simple things that we do in our day to day lives at home and at school eg. Saving energy, saving water. We would continue to implement the Green Flag in our school and encourage all children to get involved. At a local level, we could link up with the local Tidy Towns committee and link in with local organisations responsible for climate action and climate change. We could also invite in guest speakers to talk to the children about these issues.
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- Linking in with the local tidy towns is a brilliant idea when teaching the children about climate action. My home town Abbeyleix has a fantastic committee whose long years of dedication and hard work was finally rewarded recently when they were awarded Best Town and I will aim to link in with them next year somehow to help teach this topic.
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- The Sustainable Development Goal that I have chosen to focus on is goal 13, Climate Action. This is an issue that has affected children both at a local and global level. It has a direct, and in some instances profound, impact on children’s access to education and indeed overall wellbeing. In recent years in Ireland it has been worrying to witness the increased frequency and severity of the extreme and adverse weather events, alot of which have resulted in school closures. Exceptional closures due to Red weather warnings are a near yearly occurrence of late. To inspire action the 2nd National Strategy on Education for Sustainable Development to 2030 should be utilised. The ESD empowers learners with knowledge, skills,values and attitudes to take informed decisions and make responsible actions for environmental integrity, economic viability and a fair society and as consequence empowering people of all genders etc. I have always been a believer in leading by example when teaching the children and to teach them about Climate Action I have to date and will continue to model simple but effective strategies. For example in the Green Schools initiative the children witness me reducing, reusing and recycling myself in the classroom.
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I agree that it’s crucial to address how climate change impacts education and wellbeing, especially with the increasing weather-related school closures in Ireland. Leading by example, as you do through initiatives like Green Schools, is an excellent way to instil these values in students and empower them to take action!
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The SDG that probably will resonate most especially with children on both local and global levels is SDG 13 on Climate Action. It is becoming increasingly obvious and evident that the impacts of human-caused climate change are being felt everywhere and it is essential that we educate our children about what is happening, why it is happening and what steps we as individuals, schools, communities, nations and a planet can take. There is little evidence to date of top-down impetus to meaningfully address climate change – governments are paying generous lip service but they do not seem to be prepared to take the necessary action. The ongoing focus on economic growth as the only valuable measure of a state’s success speaks to a worrying disconnect between those in power and the general populous. Our job as teachers will have to include clearly educating children on the inter-connectedness of the planet on all matters climate. This may involve having to encourage children to question the lifestyles them may lead for example. Having taught in a school in a relatively affluent area, it was not uncommon to hear of multiple foreign trips for families in the course of a year or high levels of material consumption. It is increasingly likely that the catalyst for behavioural change by adults will have to be ignited by children and as teachers, we will have to play a role in helping children to navigate such issues in a sensitive, understanding but very honest way.
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It’s disheartening to see governments talking a lot but not taking the necessary actions. The focus on economic growth above all else shows a real disconnect between those in power and the public. As teachers, we need to help children understand how everything is connected when it comes to the climate. This might mean encouraging them to question their own lifestyles too.
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This disconnect is so worrying. Children in schools full of energy and wanting to make a difference in the world, going for green flags, saving water and energy and cycling to school is great in terms of promoting a greener way of life but it is governments and big companies that need to take action in order to make a real difference. Especially in older classes I think this could be a very eye opening project topic to engage with and debate about.
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Access to quality education opens up a world of opportunities for children, we are lucky in Ireland to have access to good schools and a updated curriculum where children are given opportunities to develop to their full potential. However, in developing countries such as in Africa this is not always the case. When people are able to get quality education they can break free from the poverty trap.
Education helps to reduce inequalities and to create gender equality. It also empowers people everywhere to live more healthy and sustainable lives.Education helps to foster tolerance between people and bring harmony in society.
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We’re really fortunate in Ireland to have access to good schools and an updated curriculum that helps children reach their full potential. It’s sad to think that in many developing countries, like some in Africa, children don’t have the same opportunities. Good education can indeed break the cycle of poverty, reduce inequalities, and promote gender equality.
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Sustainable Development Goal 6 (SDG 6) aims to ensure availability and sustainable management of water and sanitation for all. This goal is critical as it directly impacts children’s health, education, and overall well-being, both in Ireland and globally. In Ireland and at a local level there are a number of ways children can be affected by this including – some rural areas face issues with water quality and infrastructure in some areas may be outdated. I think a way my school could encourage children to get involved would be by inviting some guest speakers and experts into the school to talk to the children about the work they do on a daily basis. These speakers can also highlight how children and students can get involved in some local projects. .
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Like you, we also invited guest speakers into our school. They can really bring the topic to life and show kids the real-world impact of their actions. Plus, learning directly from people who work in the field can be super inspiring for students. They might even discover new ways they can help out with local projects.
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The sustainable development goal I have chosen is ‘Zero Hunger’. As a teacher in a DEIS school, I have witnessed first-hand the initiatives that have been taken to support children in these disadvantaged areas. Every child in my school gets free lunches and the vast majority of children in the school avail of this service. Children often come in to school hunger and without any breakfast. The school lunches also provide breakfast bars and pancakes to challenge this problem. It is routine in my classroom that if you are hungry or haven’t had breakfast you can have a pancake or breakfast bar which are kept in a cupboard in my room.
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The sustainable development goal I have chosen is ‘Zero Hunger’. World hunger is a complex and multifaceted issue that affects millions of people around the globe. It refers to the lack of access to sufficient, safe, and nutritious food to maintain a healthy and active life. This issue is particularly severe in developing countries but also exists in various forms in developed nations. As a teacher in a DEIS school, I have witnessed first-hand the initiatives that have been taken to support children in these disadvantaged areas. Every child in my school gets free lunches and the vast majority of children in the school avail of this service. Children often come in to school hunger and without any breakfast. The school lunches also provide breakfast bars and pancakes to challenge this problem. It is routine in my classroom that if you are hungry or haven’t had breakfast you can have a pancake or breakfast bar which are kept in a cupboard in my room.
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I also work in a DEIS school and have seen the amount of resources that goes into making sure every child is fed and happy in school. Like your school each child has access to hot food daily in the canteen and for some it is very necessary as there are some children hungry coming to school daily. I think world hunger is a huge issue and something the children arent as aware of as they could be. The 100 poeple in the world shows eye opening figures in relation to world hunger and is a great resource.
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he topic I would focus on with my students would be sustainable development goal 12, responsible consumption and production. Children are affected by this locally as overconsumption is considered the norm in our society and this puts pressure on children to have the newest and coolest clothes, shoes etc. Globally, children are put in increasingly dangerous situations in order to prodice these products. Their environments are suffering enormously. To encourage students to support the this goal, I would encourage them to integrate sustainability into their daily lives. I would start by incorporating lessons on sustainability and environmental impact into the curriculum, emphasizing the importance of responsible consumption. I would organise interactive workshops and projects that highlight the benefits of recycling, upcycling, and mindful purchasing decisions. I would organise for students to participate in local clean-up events, fostering a sense of community and shared responsibility. I would promote the use of public transport, cycling, and walking to reduce carbon footprints and introduce initiatives like zero-waste challenges or school gardens to teach practical sustainability skills. By making sustainability a tangible and integral part of their lives, students will be more motivated to adopt and advocate for responsible consumption and production both within and beyond the classroom.
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The Sustainable Development Goals are at the forefront of development education. I’m going to focus on goal 13. Climate Action. This goal is something very linked with my school as we strive for a green flag in the coming year. At a local level there is so much we can promote in terms of climate action. Children can arrange litter pick ups, walk to school or take public transport, reduce their consumption of water and plastics. However, often our exploration into climate action can stop there, at the local level. I think even from a young age that children should be exposed to some global effects of climate change and look at some case studies of how different countries are being effected. Ireland luckily isn’t among the worst effected countries but it is important that we are aware of the impacts globally so we can try and do our bit to support the global community as well as our local areas.
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With a particular emphasis on Sustainable Development Goal 13: Climate Action, children are affected by climate change on a local and global scale. In Ireland, increased flooding and extreme weather events disrupt daily life and education. Globally, children in vulnerable regions face displacement, food insecurity, and health risks. To encourage students to support SDG 13, I would integrate climate action projects into the curriculum, such as local environmental clean-ups, tree planting, and energy-saving initiatives at school. These activities align with ESD’s 2030 Priority Action Area 5 by fostering community involvement. Additionally, integrating a global inequality module can enhance school self-evaluation (SSE) by highlighting disparities and promoting empathy. Students can analyse how climate change disproportionately affects different communities, fostering a sense of global responsibility. This module can inform SSE by assessing how well the school integrates global awareness and sustainable practices into its culture and policies, ensuring a holistic approach to education that prepares students to be proactive global citizens.
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Sustainable Development Goal Number 4 Quality Education is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This goal focuses on several key targets, including universal primary and secondary education, access to quality early childhood development, equal access to affordable technical, vocational, and higher education, and eliminating gender disparities in education.
At a local level it is to ensure access to quality education for all regardless of background or location and that the resources and infrastructure is in place to make this a possibility. Also ensure that children with special needs receive appropriate resources and support. At a global level it is important to bridge gaps and raise global standards for children worldwide so that all children receive a comparable level of education regardless of their location in the world or their gender for that matter. Also globally education is a crucial tool to break the cycle of poverty providing children with the skills and knowledge needed to improve their economic prospects.
In my own classroom I would encourage children to take part in awareness programs and storytelling (using the story or Malala Yousafzai as a stimulus) as well as organising a school assembly to discuss the importance of quality education both locally and globally.
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Global inequality is linked to fairness between people and between countries. In Ireland we are lucky to live in wealthy country. In general we have good living conditions. However there are huge disparities between the wealth of people that live in this country. People are born into different circumstances and this can have a big influence on their future.
I would focus on Sustainable Development Goal 10 Reduced Inequality. I enjoyed the lesson where the teacher focused on the homes that people live in all over the world. Some homes provide safety, are comfortable and have sanitation. Other homes are only providing basic shelter.
In Ireland we have huge disparities between how our students live and the homes that they have. Many children are living in small hotel rooms. Others are living in accommodation centres. Conditions are cramped and often families don’t have access to facilities that allow them to cook their own meals. They are noisy and it is difficult for the children to study. Families can be moved to other towns with very little notice. The children are then forced to start all over again in a new school. This is not good enough. Living in a hotel room is not a long term solution and is wrong.
I would encourage the children to take action and to write to local politicians demanding decent housing conditions for all. -
Sustainable Development Goal 13, climate action, is one I believe affects people in every country. The children could do project work on climate change in Ireland, looking at how some people lost their homes through flooding, the children couldn’t access school for a day last year due to flooding, farmers have been having difficulties, etc. This kind of project work could raise awareness that these occurrences are related to climate change. We could also look at other countries which have been affected more extremely, losing their homes, livelihood, access to food and clean water without government assistance. The children could raise awareness of climate change in the school by making displays in the school and speaking at assembly.
We could then look at how they could make a difference by ensuring recycling and waste are in the correct bins, attempting to become a zero waste school by using reusable bottles and containers, planting trees and maintaining the school garden. In our school, we reward a class each week with the golden bin award for ensuring there is only recycling in the recycling bins and there are only tissues in the rubbish bin. -
The Sustainable Development Goal 4 focuses on providing equal education learning opportunities for all. As an educator i think this is a really important goal.
I would introduce this in my class using some of the many resources provided in this module.
Firstly, the 100 people in the world activity is a fantastic resource to show the children, and adults, how the population of the world is so heavily unevenly distributed. It also shows very clearly the global inequality that exists.
The figures about education access show the inequality in the world. 86 people would be able to read and write leaving 14 who are illiterate as well as only 66 people would finish highschool is very clear to understand and show the children how big an issue this is.
The PLAN international lesson on inequality of education is brilliant and I think it would engage the children in purposeful learning about the differences of education throughout the world and why some children cannot access education. I found the global citizens’ video about education very thought provoking and especially the message that education is the key to ending poverty.
I would follow on from these lessons by engaging the children in project based learning to develop their knowledge and come up with suggestions and ways to help the situation. I have been involved in Comenius projects in the past and using these initiatives is a great way to show children how education differs from country to country.
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Hi Martina,
Thank you for sharing your thoughts with us. As educators, we are very aware of the benefits that can be brought about from access to quality education. Even in areas of social deprivation, education can be an equalising factor, and ensure that we all have equal opportunities to pursue our own interests and passions. In many cases, children in DEIS schools in Ireland can pay testament to this. We can often feel removed from areas of the world that do not have the same opportunities we have here, but the ‘100 people’ visual is very powerful in highlighting just how widespread some of these issues are around the world.
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I completely agree that Quality Education is vital. The “100 People in the World” activity and the PLAN International lesson are excellent ways to illustrate global education inequalities. I love the idea of using project-based learning to help students explore solutions and understand how education varies around the world.
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I would be interested in empowering students to take action on SDG 4, “Quality Education,” with the aim of building a more equitable world, where every child has the opportunity to thrive and reach their full potential. The resources and videos shown here would be of great benefit to inform children in Irish schools about how quality education is not freely available to children around the world. In the past I have shown videos from the series “Most dangerous ways to school” available on YouTube, as part of development education in my classroom. This was an add-on to children learning about their school and community. They discussed their feelings about school and whether it not it was easy for them to get to school…. Also connected with Data in Maths to examine modes of transport. This was then compared to children in countries such as Cambodia and documentaries showing children’s journey to school… Across rivers in boats, kayaks, up mountains, through rainforests without parents who had to work in fields. I love the idea mentioned by another person on here, of teaming with a school in Cambodia to connect electronically and perhaps organise school exchanges to really make a difference to the lives of a few disadvantaged children, rather than focus on more paper policies for SSE in relation to development education.
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Hi Karen,
Thanks for your post. As I mentioned in an earlier reply, access to quality education is something we may take for granted at times in Ireland. However, the ‘100 people’ graphic really hammers home just how lucky we are to have widespread access to both primary and second-level education here. I am intrigued to check out the ‘most dangerous ways to school’ video series – thank you for sharing that with us.
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Fairness between nations and between people is correlated with global inequality. We are fortunate to live in a prosperous nation in Ireland. We have nice living conditions most of the time. Nonetheless, there are significant differences in the wealth of the population in this nation. People are not all created equal, and this can have a significant impact on how they turn out in life. There are significant differences between the properties that our students own and how they live in Ireland. Small hotel rooms are home to a large number of children. Some people reside in housing centers. Families frequently lack access to amenities that enable them to prepare their own food, and living quarters are claustrophobic. The kids find it hard to study because of their noise. Families can be abruptly relocated to different towns. The Sustainable Development Goal 10—Reduced Inequality—would be my main concern. I liked the session where the instructor discussed the kind of dwellings people live in around the globe. Certain houses have sanitization, comfort, and safety. Other houses simply offer rudimentary protection.
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Hi Odhrán,
Thank you for your post. As you have referred to, we are all very lucky to be living in a prosperous nation such as Ireland. However, you are very right to highlight that inequality is not something that is pigeon holed into certain corners of the world. Inequality exists in Ireland, and children are coming to school from many different backgrounds. Reducing inequalities, locally as well as globally, is an excellent focus for children to have.
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Climate action is a critical Sustainable Development Goal (SDG) that significantly impacts children at both local and international levels. As climate change intensifies, children face threats to their health, safety, and future opportunities. On a local level, in Kerry where I am based , children may experience increased flooding, extreme weather events, and changes in biodiversity, affecting their daily lives and the environment they depend on. However on a global scale , children in vulnerable regions face even more severe consequences, including food and water insecurity, displacement, and heightened exposure to diseases.
To empower students in my school to take action, I would integrate climate action into the curriculum by encouraging project-based learning that focuses on local environmental issues. Students could participate in tree planting initiatives, local clean-up campaigns, and energy-saving projects at school In the older classes I would encourage them to advocate for climate policies by writing to local representatives and raising awareness within their communities.
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Focusing on Sustainable Development Goal (SDG) 6 (Clean Water and Sanitation) alongside SDG 4 (Quality Education) is both important and relevant. It’s vital for students to realise the privileges they often take for granted, like having easy access to clean water, and to understand that this isn’t the case for everyone. Highlighting global disparities can help build empathy and a sense of responsibility in young people.
In my classroom, showing the contrast between their own experiences and those of children in places in the global south can be a strong motivator. It makes the global goals more relatable and brings awareness to the inequalities that exist. Fundraising efforts to support education in underprivileged areas not only provide help where it’s needed but also teach students about global solidarity and giving.
Encouraging students to engage in exchanges with peers from other countries is an excellent way to expand their perspectives. These interactions can help them better understand the challenges faced by children around the world, fostering a sense of global responsibility, such as the shoe box collection around Christmas time. Additionally, getting involved in international forums empowers students to take part in the global conversation on education, pushing for change and supporting policies that make education a priority.
By involving the students in these actions, will enable them to grow into compassionate, informed, and proactive global citizens. This approach aids in creating a more just world where every child has the opportunity to succeed, no matter where they’re born
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Focusing on Sustainable Development Goal 2 Zero hunger would be one I would love to do with my class. I think often my students would think of hunger as an issue for ‘poor countries’. I don’t believe they would all be aware that there are many children in Ireland who go to school hungry everyday. I think this would be a great issue for them to explore especially with the introduction of hot meals for all. I would love to here their insight on this. Our school is in quite a privileged area and this programme may be viewed as unnecessary by them. I would like to challenge them to think of how they could help at both a local and international level to help with this goal of zero hunger and to think about the impacts this could have on children locally and internationally. By getting them involved in this I think it will lead to them link this goal to others and empowering them to want to make change and be more empathetic and understanding.
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There is huge scope to consider all of the SDG with classes and I think it’s really important that we help children to understand that we all have a role to play in trying to achieve each of the goals.
Goal number 13 is to take urgent action to combat climate change and its impacts. I think it’s really vital that we help our students to understand that the people who are suffering the most as a result of climate change are the people who are doing least to cause it. Poorer people consume less, produce less waste, are less likely to have cars etc. but their lives have been so harshly impacted by the change in climate.
Children can work at a personal, school and community level to contribute to the achievement of this goal. We can encourage them to think about their own consumption and habits and look at small changes that can make at home and in the classroom such as being aware of and reducing energy consumption, reducing single use plastic etc.
As a school we can take part in the Green schools initiative and students can run initiatives to encourage our whole school community to cut down on waste, recycle as much as possible and reduce energy use.
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One relevant topic related to the Sustainable Development Goals (SDGs) is Quality Education (SDG 4). This goal really resonates with me and aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. I think it is very important for children in Ireland to realise how lucky they are to have access to free Education. Often when things are free is it human nature to take it for granted. Working in a Deis 1 school, I see first hand the wonderful benefits our school get from the government ensure our children have breakfast if they need it, school lunches and many other subsidies activities.
SDG3 – Good Health and Well-being is so topical at the moment. With Well-being coming more to the fore front of Education- we as Educators need to continue to promote, facilitate and encourage conversations about well-being. Children and indeed adults often struggle to look after their own well-being and identify when they are feeling low. We need to give children the tools, the strategies to be able to deal with their own well-being and to realize it’s ok to ask for help. Good health really goes hand in hand with this and encouraging children to keep mentally and physically fit is so important.
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Climate Action is one topic mentioned in the Sustainable Development Goals. Climate action is an area that greatly affects all of us but especially children worldwide. We might not see the affects as much in Ireland but it is clear to see in many areas throughout the world. Rising temperatures/seas and extreme weather events can greatly impact the ways that children can access education and also threaten their lives through food and water shortage and the spread of diseases through contaminated water.
As teachers it is vital that we encourage our students to support climate change action. This can be done by using project based learning to encourage children to look at local and global issues to inform them about climate change. Simple initiatives like waste reduction, recycling, vegetable gardens and the planting of trees and plants are a great way to get the children involved. Community efforts like litter picking could also be encouraged. Creating posters for initiatives like WOW, Walk on Wednesdays, could encourage children to not become reliant on using transport to get to school. Also having cycling classes to encourage children to cycle to school safely are extremely popular.
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Hi Pól,
Thanks for your post. Climate action is certainly a very topic area nationally and internationally in recent years, and it is an area that many young people have a significant interest in. Activists like Greta Thunberg have really resonated with young people. I like how your post has acknowledged the importance of teaching children how to cycle, rather than simply promoting cycling. Very often, this can be a barrier without us ever realising.
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Climate Action
Impact on Children: Climate change is a complex issue with far-reaching consequences for children. Locally, extreme weather events like floods and storms can disrupt education, damage homes, and impact mental health.Globally, rising sea levels threaten coastal communities, while changes in agricultural patterns can lead to food insecurity, affecting children’s nutrition and growth.
Encouraging Student Action: To address climate action (SDG 13), we can empower students to become climate champions. Practical steps include:
Eco-schools initiatives: Implementing waste reduction, energy conservation, and biodiversity projects.
Community engagement: Collaborating with local organizations to clean up green spaces or participate in tree-planting initiatives.
Advocacy: Creating awareness campaigns, writing to local representatives, or participating in climate strikes.
Critical thinking: Analysing media coverage of climate change to develop a critical perspective.
By involving students in these activities, we foster a sense of agency and responsibility. Linking this to School Self-Evaluation (SSE) can help measure the impact of our efforts on students’ knowledge, attitudes, and behaviours towards climate change. Development Education, by providing a global context, can enrich these initiatives and contribute to overall school improvement. -
Climate change is a pressing global issue that directly impacts children both locally in Ireland and around the world. Locally, Irish children are witnessing more frequent extreme weather events, such as floods and storms, which can disrupt their education, homes, and communities. Globally, children in vulnerable regions face even more severe consequences, including food insecurity, displacement, and health risks due to rising temperatures, droughts, and natural disasters.
To encourage students to take action in support of SDG 13, I would start by helping them understand the direct connection between their actions and the environment. Classroom activities could include studying local weather patterns, discussing how climate change affects their own communities, and exploring its global impacts on children their age.
I would then guide students in developing local initiatives to reduce their carbon footprint. This could include starting a school garden to promote sustainable food practices, organizing a “walk or cycle to school” campaign to reduce emissions, or launching a recycling program. Additionally, students could participate in community clean-up projects and advocate for environmental policies at the local level.
By fostering these actions, students can contribute to climate resilience in their community while also gaining a sense of global citizenship. This hands-on involvement supports ESD to 2030 Priority Action Area 5 by accelerating local-level actions that align with the broader goals of sustainable development.
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I have 3rd class this year and I think given the current state of climate concern it would be great to focus on Goal 13: Climate Action.
Children are being exposed to alot of anxiety about climate change and I think it would be beneficial for them to learn about how they can be empowered to take action at a local level in line with ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions. Children will be disproportionately affected by the effects of climate change so it is especially important for them to be educated on the risks and potential outcomes locally and globally.
Locally, in Ireland, children may experience increased flooding and temperature changes impacting their daily lives and well-being. Globally, children in vulnerable regions are at risk of displacement and loss of access to essential services due to climate-related disasters. Children in Ireland are becoming more familiar with these ideas as there is a growing number of children from vulnerable regions taking refuge in Ireland. Development Education can play a crucial role by empowering students with knowledge and skills to understand global challenges and think critically about local solutions.
Classroom activities could involve observing weather patterns and discussing affects of various weather patterns on various aspects of life; growing and taking care of vegetables or flowers, learning about the importance of local food production and reducing carbon footprints. This hands-on experience can be linked to lessons on food security (SDG 2: Zero Hunger) and environmental stewardship. Another classroom activity could be doing an Energy Audit to involve students in a simple energy audit of the school, where they identify ways to reduce energy consumption. They can monitor lights, heating, and electronic devices, and propose actions like turning off lights when not in use or advocating for energy-efficient bulbs. This encourages responsibility and ties into SDG 7: Affordable and Clean Energy.
To encourage students to take action on a whole-school level, educators can integrate climate action into School Self-Evaluation (SSE), ensuring that the school assesses and improves their environmental impact. Through projects like creating school gardens, promoting energy efficiency, or participating in local climate initiatives, students can actively contribute to SDG 13 while supporting ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions.
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I chose to consider how children might be affected by the no poverty sustainable goal at local and global level. Here in Ireland children living in poverty often face barriers to education, inadequate housing, and limited access to healthcare and nutritious food. These factors hinder their development, leading to a cycle of disadvantage that can persist throughout their lives. Globally, children in poverty suffer even more severe consequences. They may be forced into child labor, denied basic education, and face malnutrition and disease. The effects of poverty means that its impact on children is not confined to developing countries. To encourage students to take action in support of the No Proverty SDG , I would start by raising awareness about the realities of poverty both in Ireland and worldwide. We could organize school campaigns to support local food banks, fundraisers for global child poverty initiatives, and educational programs about the causes and effects of poverty. I would invite the childrens ombudsman Dr Niall Mulldoon to the school for a talk and prepare the children to partake in a Q and A with him
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One important topic related to the Sustainable Development Goals (SDGs) is SDG 12: Responsible Consumption and Production. This goal emphasises the need for efficient resource use and waste reduction, affecting children both locally and globally. In Ireland, schools can integrate lessons on recycling, reducing plastic use, and adopting sustainable habits.
To engage students in taking action, I would implement a range of interactive projects. For instance, organising a school-wide “Zero Waste Challenge” can motivate students to track and reduce their waste output, encouraging them to find creative solutions to minimise single-use plastics. Additionally, hosting a sustainability fair would allow students to present their ideas on eco-friendly practices, while awareness campaigns could involve creating posters or videos Collaborating with local businesses or environmental organisations on real-world problems could provide students with practical experience and a sense of accomplishment. These hands-on projects not only enhance their learning experience but also instil a sense of responsibility and action towards creating a more sustainable world. Integrating these activities into School Self-Evaluation (SSE) allows schools to assess how effectively they incorporate sustainability into their curriculum and practices. This evaluation ensures that student-led initiatives are supported and that the school continually progresses in fostering a culture of environmental responsibility.
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