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Hi Harriet,
I love your ideas. Writing to local TD’s particularly stands out to me. It shows the children that as well as ourselves, there are people in our community to can support us further.
Will certainly be using this!
Climate change is already affecting Cork in ways we can see around us—heavier rainfall, more flooding, and changes in local wildlife and plant life. These changes may feel big and far away to 3rd class students, but we can help them understand how our own actions connect to the wider world. One way to explore this is by discussing local weather patterns, looking at photos or news stories about Cork’s floods, and encouraging children to think about how nature is changing.
In class, we can take three simple actions:
Start a “Green Classroom” challenge—reduce waste, recycle properly, and turn off lights when not in use.
Plant pollinator-friendly flowers or herbs in pots or a small school garden to support biodiversity.
Walk or cycle to school days to reduce car use.
By linking small, everyday actions to big issues like climate change, students learn that they can help make the world a better, cleaner place—starting right where they are.
I teach in a Gaelscoil so therefore I find we do not have children from other cultures which is a pity in my opinion. However, ur school is ideally placed to become a real hub of welcome for refugee families in Cork.
Perhaps we could partner with Nasc or the Cork Migrant Centre to host visits from refugee children. This may happen during English clubs, gardening days, or sharing cultural activities. It would be so lovely for our students to learn about life in other countries while working side by side with new classmates.
I just learned through research that we could also support the Cork City of Sanctuary by creating a “School of Sanctuary” group. This involves students leading initiatives like poster campaigns, reading buddies, and cultural celebrations. This might include preparing welcome packs, hosting intercultural story circles, or showcasing artwork in the school foyer.
By doing this, our students not only learn empathy and respect—they take real action, creating friendship and belonging in their own community. These small steps could show the children the differences they truly can make.
Hi Ora,
That honestly brought a tear to my eye. So happy for this boy and that he got the supported he needed from your community and school. More of this!!!
Hi Orla,
You have come up with a lot of practical activities that would be effective in schools and in the classroom!
I’ve decided to focus specifically on 3rd class as they are the age-group I am working with at the moment.
One really important Sustainable Development Goal we can talk about in 3rd class is SDG 5: Gender Equality. I have chosen this one as I have a particular interest in this area.
In the classroom, this means making sure all children are treated fairly and given the same chances, no matter what. Around the world we know that some girls don’t get to go to school or are expected to get married very young. Even in Ireland, children can sometimes feel they have to act a certain way just because they are a boy or a girl.
In our own classroom, I’ve seen small examples—like when boys don’t feel comfortable playing with certain toys, or when girls are asked more often to tidy up. These little things can make children feel left out or like they have to fit into certain “rules” about what boys and girls should do.
To help, we can talk as a class about what fairness means and how we can include everyone. We might read books with strong girl and boy characters who do different kinds of jobs and activities. We can check if classroom jobs are shared fairly and make sure everyone gets a turn at leadership roles. We could even make posters about kindness, fairness, and respect to hang in our school.
By doing these small things, we’re showing that we care about each other and believe everyone should have the same chances to learn, play, and grow. This helps us take action right here in Ireland to support ESD to 2030 and build a more fair and kind classroom and world.
Hi Laura,
I think you are so right that it should be introduced in junior infants. Aistear is a great opportunity to address gender stereotyping. We have a perfect opportunity here to try and shape the children’s opinions of gender.
Gender stereotypes can begin to shape children’s beliefs and behaviour from a very young age, often without them even realising it. One moment that really made me reflect on this was when a boy in my class, who had long hair, was teased by some of his classmates. His hair was also commented on by some teachers to me, wondering why his Mom didn’t just cut it.
The moment in particular was when we were learning about hygiene in SPHE. We spoke about cleaning ourselves and how to look after ourselves. A few children laughed and said that this child had to use conditioner ‘like the girls’ I could see the boy become self-conscious and withdrawn, even though he had always been confident and happy with how he looked.
This small moment highlighted how deeply gender expectations are ingrained, even in young children. Long hair is just hair—but to some of the students, it didn’t “fit” their idea of what a boy should look like. It reminded me how important it is to challenge these narrow definitions and create a classroom culture where difference is not only accepted but respected.
Since then, I’ve made a conscious effort to talk openly with the class about respect, identity, and the idea that there’s no one “right” way to be a boy or a girl. I’ve also been more mindful of the materials I use—choosing stories that break gender norms and offering praise for kindness, creativity, and bravery, regardless of gender.
These stereotypes may seem small, but they can have a lasting impact on how children view themselves and others. By noticing and responding to moments like this, I hope to help my students feel safe being themselves and learn to value each other for who they are—not how they look or what others expect of them.
Hi Michelle,
I agree with what you have said here. The children of today are a lot more aware due to social media. We should not shy away from this. We need to take this knowledge that they have and work with them to develop their understanding of the world. This could create interesting classroom discussion, especially with the senior classes.
Development education is essential because it helps students understand how global issues like poverty, climate change, inequality, and human rights are all connected. According to the article “The Role of Global Citizens in Today’s World” (Development Education Review, Issue 33), global citizens must be aware of these challenges and recognize their responsibility to act with empathy, fairness, and a commitment to justice. Development education supports this by encouraging young people to think critically, understand different perspectives, and reflect on their role in creating a better world.
In the classroom, development education can be brought to life through storytelling, debates, and projects linked to real-world issues. Teachers can connect these ideas across the curriculum—in subjects like geography, history, or literacy—while using activities such as role-play or class discussions to deepen understanding. As highlighted in the article, education should go beyond knowledge; it should empower learners to engage in their communities and take meaningful action, helping them become active global citizens who can contribute to positive change locally and globally.
Development education can feed into a school self-evaluation (SSE) plan by supporting key areas such as wellbeing and inclusion. Through integrating global themes across the curriculum, promoting the voice of the child, and fostering a school culture based on justice and respect, as a school we can set meaningful SSE targets that reflect a commitment to developing active global citizens.