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Your research on MASI is very interesting. Centering asylum seekers’ voices is vital for meaningful change and aligns well with SDG principles. I agree that empathy, continuous learning, and specialised training are essential for creating an inclusive environment for refugee students.
In researching organisations working with refugees in Longford, I discovered several active groups and initiatives dedicated to supporting newcomers. The Local Authority Integration Team, based in Longford County Council, plays a central role in helping refugees and international protection applicants settle and integrate. The Local Authority Integration Team connects new arrivals with essential services, such as legal assistance, healthcare, education, English classes, and job training, and supports them in navigating public services and reporting any unfair treatment. Additionally, Longford Community Resources, alongside Longford Women’s Link and the EDI Centre, implements the county’s Intercultural Strategic Plan. Their work includes intercultural awareness training, anti-racism initiatives, and the organisation of community events that celebrate diversity and promote inclusion.
Reflecting on how my school and how our pupils could take action, establishing a buddy system would help new pupils feel supported, as peer mentors can guide them through school routines and foster friendships. We could also organise intercultural events, celebrate cultural festivals, and display greetings in multiple languages to create a more inclusive environment. Teachers and staff should receive professional learning on trauma-informed and culturally responsive teaching to better understand and address the unique needs of refugee students.
From a School Self-Evaluation (SSE) perspective, these actions can be integrated into our school’s DEIS plan by focusing on inclusion, student well-being, and community engagement.
Hi Claire, Your focus on SDG 12 is inspiring. The “Where Do Our Things Come From?” project is a powerful way to foster awareness, critical thinking, and global responsibility in young learners.
Hi Claire, like I outlined above, I’ve also seen how early gender stereotypes affect children’s choices and confidence. I’m excited to explore how Developmental Education can challenge these norms and promote inclusion, voice, and self-belief in young learners through child-led, open conversations and meaningful classroom experiences
Climate Action (SDG 13) is one of the most pressing and relevant topics for young learners in Ireland today. The effects of climate change are becoming increasingly visible both globally and locally, such as extreme weather events such as Storm Éowyn and pollution impact children in their daily lives, whether through flooding in Irish towns or stories they hear from relatives abroad. In many diverse classrooms, many pupils have family in regions already severely affected by climate crises, These experiences provide a natural entry point for deeper understanding and engagement.
To encourage action and develop a sense of agency, I can integrate project-based learning rooted in local sustainability. For example, students might lead a biodiversity audit of the school grounds or create a campaign to reduce single-use plastics. Tying this to ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions, we can form partnerships with local authorities or community groups for tree planting or awareness days, fostering civic engagement.
This approach links to School Self-Evaluation (SSE) by focusing on student empowerment and values education. We can ask pupils “Do students feel their voices are heard in shaping the school’s environmental impact? These reflective questions can guide both formal and informal assessments of how well our teaching supports the aims of ESD and the SDGs.
I completely agree that the themes of the paper are especially resonant in today’s classrooms, and your point about the dual forces of global crises and media immediacy really captures the context in which our students are growing up. It’s powerful and sobering to think about how children are not only aware of events like the conflicts in Gaza or Ukraine, but often have personal or familial connections to them.
Gender stereotypes, even at the early years stage, can shape how children view themselves and others. In my own classroom experience in senior infants during socio dramatic play, a moment stood out a male student confidently stated that a female couldn’t be a Garda “because she’s a girl.” This simple, yet telling comment revealed how early societal messages around gender roles are internalised. Such assumptions can limit children’s aspirations and perpetuate inequality from the earliest stages of learning.
Development education offers powerful methodologies to challenge these stereotypes. By using storybooks featuring diverse characters in non-traditional roles, such as female firefighters, male nurses, or children from different backgrounds working together. We can broaden students’ perspectives. Role-play and drama can further immerse children in scenarios that dismantle rigid gender roles and encourage empathy and understanding.
From an SSE perspective our schools focus is DEIS, promoting equality and inclusion can be a integrated targeted area for improvement across the themes. Teacher observations, pupil voice surveys, and inclusive classroom audits can track progress. By embedding, developmental education it can help cultivate a more open, respectful and equal classroom culture.
Eric Ehigie’s (2021) article, powerfully advocates for the cultivation of empathy, awareness, and action in confronting global inequalities. Central to Ehigie’s message is the idea of a “common humanity” that the injustices others face, from poverty to racism, are also our concern. This vision aligns deeply with the aims of development education, to foster critical thinking, ethical responsibility, and meaningful participation in addressing global challenges.
Development Education is vital in today’s classrooms. It encourages students to think beyond borders, understand interconnected global systems, and see themselves as agents of change. Ehigie’s emphasis on the “system of self” reminds us that education is not merely about systems and policies. It starts with cultivating values in individuals.
In my own teaching, I would integrate DE through cross-curricular projects focused on global justice themes, encouraging pupils to investigate topics like climate justice, migration, and fair trade. Student led initiatives, such as awareness campaigns, peer workshops, or connecting with schools abroad can foster active global citizenship.
For school wide engagement, I would collaborate with colleagues during planning meetings, propose DE-themed weeks, and link activities to School Self-Evaluation (SSE) by setting targets for student voice, inclusivity, and intercultural understanding. DE naturally complements SSE domains like Wellbeing, Inclusion, and Teaching and Learning, especially in building a rights-respecting, inclusive culture.
Hey Rhonda, really liked your thoughts on Tidy Towns and Green Schools initiative in your post. When I was reflecting on sustainability I had similar thoughts to you around these initiatives embedding the skills in our community and in our classrooms. Integrating local initiatives into classroom activities is a fantastic way to foster environmental stewardship among students.
Being from Longford, we do not have lovely seas or aquaculture. However, sustainability has been embedded into various aspects of life in the County. In recent years the council has published two sustainable tourism strategies, more recently County Longford Tourism Strategy 2023-2027. This strategy focuses on promoting Longford as a year-round destination that respects and preserves its natural and heritage assets. One of the key aspects include the development of sustainable tourism along the waterways as the Royal Canal, Shannon and Lough Ree flows through the county in addition to Glen Lake outside Edgeworthstown and various peat and wet lands, encouraging visitors to engage in eco-friendly activities while appreciating the local environment
Moreover, the Tidy Towns competition has seen significant participation from Longford, with 15 towns and villages actively involved. This initiative not only enhances the aesthetic appeal of our communities but also fosters a sense of environmental stewardship among residents.
In my school, the Green Schools Initiative plays a pivotal role in instilling sustainable practices among pupils. This student-led program encourages schools to adopt long-term environmental management strategies, promoting actions such as waste reduction, energy conservation, and biodiversity enhancement. By embedding these practices into the curriculum, pupils develop a deeper understanding of their environmental impact and learn practical ways to mitigate it.Hi Rachael, I completely agree with you. It’s fantastic that sports figures are inspiring kids. With our country being an island it makes perfect sense to take advantage of such a sustainable and nutritious resource.
Wellbeing/ Health and Wellbeing is an area that has gain significant traction in the Irish Education system in recent years, indeed nutrition is a vital topic in this realm. As outlined in this module seafood is rich in essential nutrients such as high-quality protein, omega-3 fatty acids, vitamins, and minerals crucial for maintaining overall health.
In the classroom, incorporating knowledge about the nutrition of seafood can enrich various subjects and promote a well-rounded education for pupils. I would add pupils should get the opportunity to taste and try seafood not just fruit and vegetables which happens in schools. Integrating seafood nutrition into SPHE can help students understand the benefits of a balanced diet. Teachers can create activities where students explore different types of seafood, their nutritional benefits, and how they contribute to a healthy lifestyle. In science, students can investigate the biological aspects of seafood, studying marine life and the ecosystems they inhabit. Projects could include researching/comparing the nutritional content of various seafood and understanding how these nutrients benefit human health.
Absolutely agree with your insights! It’s so true that the typical ‘urban versus rural’ narrative in Geography often overlooks the crucial role of aquaculture and indeed like another poster said is very rearly mentioned in some of the SESE programmes or text books. Exploring it really could broaden students’ understanding of modern agriculture and environmental sustainability.
The online lessons and resources developed for the ARC provide a wealth of material that can be integrated into my teaching practices, particularly in alignment with the STEM Education Policy Statement and the School Self-Evaluation process. By using these resources, I can create interdisciplinary, inquiry-based learning experiences that foster critical thinking, creativity, and problem-solving skills among students. Implementing project-based learning and real-world applications from The ARC will make STEM subjects more engaging and relevant, encouraging student interest and participation. In particular I could use can use ARC’s aquaculture and sustainability topics in science and geography, making lessons more engaging, relevant and contextualised.
On a school-wide basis, these concepts can be embedded into the School Self-Evaluation (SSE) process by collaboratively setting STEM-focused goals, developing a shared vision, and monitoring progress through reflective practices. When reviewing plans in Geography and STEM subjects I would raise awareness of exploring aquaculture not just traditional farming and share resources gathered on this course, further to this I can share the ARC’s professional development opportunities to stay updated on effective STEM teaching strategies.