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I agree it is so much more obvious than when we were younger. The changes are so dramatic. I like the ideas for children in your school. We run competitions in our school lead by the green schools committee to reward children who use reusable lunchboxes and bottles etc. I like the sound of the park and strike initiative too- I must suggest that in September
Climate change is something that children are becoming more aware of, particularly as they experience unusual weather patterns in their own communities. In my local area, I have noticed heavier rainfall, occasional flooding and more extreme weather than in previous years. These changes can affect children’s daily lives, from disrupted journeys to school to reduced opportunities for outdoor play. I think it is important to help pupils understand that climate change is not just a global issue but one that also affects their local environment.
In my classroom, I would encourage pupils to investigate how climate change is impacting our community through observation, discussion and hands-on activities. We could record weather data over several weeks, explore the importance of biodiversity in our school grounds and investigate ways to reduce our carbon footprint. Giving pupils opportunities to ask questions, work together and develop practical solutions would help them feel empowered rather than overwhelmed.
Three actions I would encourage are reducing energy use by turning off lights and devices when they are not needed, cutting down on waste by recycling and reusing materials, and protecting nature by planting flowers or trees to support wildlife. These are simple but meaningful actions that pupils can take both at school and at home.
The Development Education modules have shown me that sustainability should be embedded across many areas of learning and linked to real-life experiences. They also support the School Self-Evaluation (SSE) process by encouraging schools to reflect on how well they are developing pupils’ understanding of global issues and promoting active citizenship. Including Development Education within SSE can help schools set meaningful targets, involve the whole school community and create lasting positive change for both pupils and the environment.
That’s lovely that the library is a safe place and so welcoming for refugees. You have some lovely practices in your school. We do similar. Its lovely that everyone is included and celebrated
In researching organisations that support refugees, I found that groups such as JRS Ireland, Migrant Rights Centre Ireland and Crosscare Information & Advocacy Services provide a range of supports, including advocacy, community integration, education and practical assistance for refugees and people seeking international protection. I also learned about the work of Dublin City of Sanctuary, which promotes welcoming and inclusive communities for people seeking sanctuary.
As a school, we could support refugees by creating a welcoming and inclusive environment where every child feels safe, respected and valued. Pupils could learn about the experiences of refugees through age-appropriate books, stories and discussions that promote empathy and challenge stereotypes. We could organise a welcome project for newly arrived families, celebrate different cultures through music, food and art, and work with local organisations to collect donations or support community events. These activities would help children understand the importance of kindness, inclusion and respect for diversity.
Development Education can play an important role in the School Self-Evaluation (SSE) process by helping schools reflect on how well they promote equality, inclusion and intercultural understanding. As part of SSE, staff could review policies and classroom practices to ensure that all pupils feel represented and included. Gathering pupil voice, providing professional learning for staff and strengthening links with local community organisations would support continuous improvement. By embedding Development Education within SSE, schools can foster a culture where diversity is celebrated and every child has the opportunity to thrive while developing as compassionate and responsible global citizens.
I agree- Global warming is a huge challenge facing children now a days. That is great that you are encouraging your children to make a positive difference to hopefully reduce the effects of their actions on the environment. The green schools committee does wonderful work.
One Sustainable Development Goal that I would focus on is responsible Consumption and Production. This topic is highly relevant to children because it connects directly to their everyday lives while also highlighting the wider global impact of our choices. Locally, children can see the effects of waste through litter, food waste and the amount of single-use plastics used in their homes and school. Globally, they can learn how overconsumption contributes to pollution, climate change and the depletion of natural resources, affecting communities and wildlife around the world.
To encourage my pupils to take action, I would involve them in practical, hands-on activities that allow them to make a real difference in their own community. We could carry out a classroom waste audit, introduce recycling and composting initiatives, organise a litter pick in the local area, and encourage the use of reusable lunch containers and water bottles. Pupils could also design posters or create digital presentations to promote sustainable habits throughout the school.
These activities support ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions by empowering children to become active participants in creating positive change within their own community. By taking ownership of projects and seeing the impact of their actions, pupils develop a sense of responsibility and understand that even small changes can contribute to achieving the Sustainable Development Goals. Working together as a school also encourages a culture of sustainability that can influence families and the wider community, helping children recognise that local actions play an important role in addressing global challenges.
This is so true- it amazes me how boys just gravitate to farm toys and girls to dolls etc. Hopefully this will change in time!
Gender stereotypes can influence children’s beliefs and behaviour from a very young age. In the classroom, I have noticed that boys are often more likely to volunteer for tasks involving construction, technology or sport, while girls may choose activities linked to art, reading or caring roles. These choices are not always based on ability or interest but can reflect the messages children receive from society, the media and even everyday conversations.
Development Education methodologies can help challenge these stereotypes by encouraging critical thinking, discussion and reflection. Providing pupils with books, videos and real-life examples that show people in a wide variety of roles, regardless of gender, helps broaden their understanding of what is possible. Cooperative learning activities also allow children to work together, value different strengths and challenge assumptions in a respectful way. As teachers, we can use inclusive language, ensure all pupils have equal opportunities to participate in every area of the curriculum, and actively question stereotypes when they arise.
Development Education also links well with the School Self-Evaluation (SSE) process. Through SSE, schools can review how effectively they promote equality, inclusion and pupil wellbeing. Actions such as auditing classroom resources for gender balance, reviewing teaching practices and gathering pupil voice can help identify areas for improvement. Embedding Development Education within SSE supports a whole-school approach to creating an inclusive environment where every child feels valued, challenged and free to pursue their interests without being limited by gender stereotypes.
I agree with all said above. Great ideas given- the drive would be very easy for other staff members to access.
Reading The Role of Global Citizens in Today’s World (Ehigie, 2021) reinforced for me the importance of Development Education in helping children understand the world around them and recognise that their actions can have both local and global impacts. It encourages pupils to think critically about issues such as equality, sustainability, human rights and social justice, while also developing empathy, respect and a sense of responsibility.
In my own teaching, I would aim to embed Development Education across the curriculum rather than treating it as a standalone topic. For example, I could use stories from different cultures in English, explore global environmental issues in Science and Geography, and encourage pupils to participate in projects linked to the Sustainable Development Goals. Classroom discussions and collaborative activities would help pupils consider different perspectives and develop informed opinions.
To encourage colleagues, I would share practical resources, lesson ideas and examples of successful activities during staff meetings. Planning whole-school events, such as Fairtrade initiatives, environmental awareness weeks or cultural celebrations, would provide opportunities for all classes to engage with Development Education. By working together, we can create a school culture that values inclusion, global awareness and active citizenship, helping pupils develop the knowledge, skills and attitudes needed to contribute positively to an increasingly interconnected world.