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This project is a great idea! I’ve struggled with teaching this SDG in particular, because Shein and Temu are typically cheaper than buying things from more ethical sources, so if that’s the reason a family are using it I don’t want to shame the child – but students also deserve to know where things are coming from and to have all of the information necessary to make a good choice. But I love the idea of using it as an opportunity to explore local businesses and charity shops!
Hi Harriet,
Having never taught in a same sex school I agree with the above comments about how interesting it will be to see how the change affects the students, staff, and even the general atmosphere of the school. It will be fascinating to compare attitudes and opinions over time!
Having taught middle and upper primary in a range of international contexts over the past few years, I’ve consistently found that students are highly aware of gender stereotypes. To varying degrees, they understand the harm these stereotypes can cause, and in classroom discussions—whether through Moral Education in the UAE, Ethics in Belgium, or Learn Together and SPHE in Ireland—they tend to engage thoughtfully. More often than not, I hear questions like, “Why would people think girls can’t do XYZ?” rather than encountering those misconceptions directly.
However, it’s interesting to contrast these classroom responses with how gender plays out during social time. In the yard, girls often group together and chat, while boys tend to dominate the football pitch. In pop culture discussions, boys may still feel embarrassed to admit liking artists like Taylor Swift or be reluctant to wear pink bibs in PE.
In my experience, many girls have grown up with empowering messages and strong female role models, whereas boys can sometimes be more vulnerable to damaging ideas around masculinity—particularly in the age of influencers like Andrew Tate. I’ve only ever worked in co-educational settings, so I’d be curious to see how these dynamics shift, if at all, in single-sex schools.
Hi Ailish,
I really like your suggestion of beginning by gathering data about how different stereotypes are present in how the students engage with each other!
Ehigie’s reflections on injustice, racism, and shared humanity highlight why Development Education is more important than ever. It encourages young people to see themselves as connected to others across the world and to think critically about fairness, equality, and the impact of their actions. Development Education links naturally with the SSE process, especially around wellbeing, inclusion, and pupil voice. It can be built into everyday teaching through discussion of global issues, storytelling, exploring different cultures and traditions, or taking action on issues like climate justice or anti-racism. Planning across the curriculum makes it more meaningful—for example, combining geography, SPHE, and Learn Together. Encouraging staff to work together, share ideas, and make space for global citizenship themes in assemblies or projects can help create a shared vision and ensure Development Education becomes a strong part of the school culture.