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One SDG I feel strongly about exploring with students is SDG 5: Gender Equality. I work in an all-girls primary school, and while my pupils are passionate about fairness and equality, many take their access to education for granted. Using stories like Malala Yousafzai’s and The Breadwinner by Deborah Ellis in 5th and 6th class is a powerful way to help them understand that, globally, not all girls have the same opportunities. Malala’s story of standing up for her right to education, and Parvana’s experience supporting her family under Taliban rule, help children reflect on how gender and education are closely linked.
These stories often spark deep discussion and empathy. Pupils could take action by creating awareness campaigns within the school—designing posters, writing blog posts, or preparing presentations to share with younger classes in the school. They could even link their messages to key articles from the UN Convention on the Rights of the Child, helping to deepen their understanding of rights-based education. This not only raises awareness but empowers them to use their voice for change. It also links closely to SSE by promoting pupil voice, inclusion, and wellbeing, while embedding Development Education in a meaningful, age-appropriate way.
I’ve also noticed how easy it is to fall into small habits like asking boys to lift things or girls to tidy up without thinking. Your example about the Christmas play reminded me of similar situations I’ve seen, where certain roles are assumed to be more “suitable” for boys or girls. I agree that Development Education really helps us reflect on these patterns and make more conscious choices in our language and classroom routines. Small changes can make a big difference.
Gender stereotypes are recognisable from an early age in the primary classroom. During free play and Golden Time, girls often gravitate towards dolls and arts and crafts activities like colouring, while boys tend to go for Lego, football, or construction toys. I’ve even overheard children saying things like, “The boys want to play with that,” or “The pink one is only for girls,” which really shows how these limiting beliefs take hold early on. I’ve also seen it in emotional situations—like a time in a senior class when a boy was told not to cry by his peers after getting hurt in P.E., while a girl in the same situation was comforted.
These traditional views often seem to be passed down from home or society—where families may not even realise this is happening. There are still many households today where the father is the breadwinner working outside the home, and the mother is the homemaker.
I think Development Education can play a big role here. Using stories, videos, and real-world examples that challenge gender norms helps children see that roles aren’t fixed. Mixed-group activities and open discussions around stereotypes can make space for empathy and help students develop a more inclusive mindset.
Your post really resonated with me—linking local issues like chocolate supply chains to global justice is such a powerful, age-appropriate approach. I also love the idea of cross-curricular Development Days; it’s a great way to bring staff on board without adding too much pressure.
Ehigie highlights the urgent need for Development Education in classrooms today, especially in preparing young learners to become active, responsible global citizens. Developing Education goes beyond awareness—it equips pupils with the tools to question inequalities, challenge stereotypes, and take thoughtful action in the classroom.
At a school level, a practical starting point would be an action research project focusing on challenging gender stereotypes, global inequalities and climate change issues in primary classrooms. This could involve gathering baseline data on how children engage during free play, group work, or subject-specific lessons. This data could be challenged and developed through storybooks, critical discussions using videos, or child-led inquiries. A key priority would be to ensure resources and language used are sensitive and inclusive, especially in classrooms with diverse family structures and lived experiences.
Developing Education naturally supports themes such as Wellbeing, Inclusion, and Pupil Voice. By embedding it in SESE, SPHE and Oral Language lessons and reflecting on its impact, we can promote empathy, critical thinking, and respect—key indicators in any quality school evaluation. To encourage whole-school uptake, CPD sessions could be implemented, with shared planning time, and creating a visible Global Injustice noticeboard to celebrate pupil-led initiatives. Building shared ownership makes the message more sustainable.