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As a teacher in Lucan, I have noticed how climate change is starting to shape our local environment, from heavier rainfall leading to flooding along the River Liffey and the Griffeen, to stronger storms that bring disruption and damage to trees and community spaces. I feel it is important to help pupils see that climate change is not just a distant issue but something already affecting their own area. To explore this further, I would encourage them to observe changes in local parks and rivers, keep weather logs, and reflect on how extreme weather impacts families and communities around them. These activities give students a chance to connect learning in the classroom to real-life experiences while developing critical awareness and responsibility. In terms of action, I believe we can make a difference by cutting down on single-use plastics in school, planting trees and flowers that support wildlife, and making energy-saving habits part of our daily routine. Even simple steps like these show pupils that they can play a role in protecting the planet and slowing climate change.
I recently looked into organisations in the Lucan area that support refugees, and two stood out. First, the South Dublin County Partnership’s Migrant Integration Team based in Clondalkin and Mountain Park, offers vital supports like ESOL classes, drop-in consultations, and advocacy for families and children adjusting to life in Ireland (South Dublin County Partnership). Second, Spirasi, Ireland’s National Centre for Survivors of Torture, provides holistic rehabilitation services, including education and befriending programmes for refugees and asylum seekers.
I believe our school and students could play an active role in supporting these efforts meaningfully. We might run a welcoming-engagement project where classes partner with the Migrant Integration Team to collect materials (books, school supplies), organise joint storytelling or art sessions, or host a “welcome day” to help refugee children feel part of the school community. Students could learn about Spirasi’s work and hold a solidarity art exhibition or fund-raising bake sale to support its befriending programmes. These actions could be directly tied to Development Education methodologies—promoting empathy, collaboration, and global awareness through hands-on, community-centred learning.Embedding such initiatives within our School Self-Evaluation (SSE) framework would strengthen our school’s focus on inclusion and wellbeing. We could evaluate how these actions impact student attitudes, newcomer integration, and classroom culture, ensuring refugee support becomes a continual and measurable pillar of our school’s commitment to global citizenship.
A Sustainable Development Goal I would focus on with my students is SDG 13: Climate Action. Children are already being affected by climate change here in Ireland, whether it’s heavier rainfall leading to flooding, stronger storms, or the pressure these changes place on farming and food systems. On a global scale, young people are even more vulnerable, with many growing up in areas where drought, food shortages, or displacement are becoming more common. I think it’s important that students see how what happens in their own communities connects directly to the wider world.
To support local action, I would encourage students to get involved in practical projects like reducing single-use plastics in school, planting trees or pollinator-friendly plants, and monitoring energy use in classrooms. I’d also give them opportunities to raise awareness by creating school campaigns or writing to local leaders about sustainability. Using Development Education methods such as group projects and critical discussions can help them build the skills and confidence to act. By linking these activities to School Self-Evaluation (SSE), we can make climate action part of our school’s ongoing priorities rather than a one-off event, ensuring long-term impact in line with ESD to 2030.One moment that stood out to me was during a group project, when some boys quickly took on the “leader” roles while the girls were pushed towards decorating the poster or writing neatly. None of this was said directly, but it reflected an unspoken expectation of what boys and girls were “good at.” It struck me how easily these patterns are reinforced, even at primary level, and how much they can limit students’ confidence and sense of possibility.
Development Education methodologies could play a key role in challenging these stereotypes. Using active learning, role-play, and critical questioning can help students reflect on the roles they take on and explore fairness, equality, and representation. For example, encouraging children to rotate responsibilities in group work or to study stories of women and men who have challenged traditional roles could broaden their perspective. Creating a classroom culture where everyone is valued equally for their contributions is central.
On a whole-school level, these ideas link directly to School Self-Evaluation (SSE). Priorities around inclusion, equity, and wellbeing can explicitly include gender equality. Embedding Development Education within SSE ensures stereotypes are addressed systematically, not just occasionally.
Reading The Role of Global Citizens in Today’s World (Ehigie, 2021) made me reflect on the responsibility I have as a teacher to prepare students not just for exams, but for life in an interconnected world. Ehigie’s emphasis on action as well as awareness stood out to me, it is not enough for students to know about issues such as climate change, inequality, or migration, they also need opportunities to think critically and to feel empowered to make a difference.
In my own classroom, I would try to include Development Education by linking lessons to real global issues wherever possible. For example, in history I could use migration stories to help students see the human side of global movements, while in science I might highlight how sustainability links to their everyday choices. I would also encourage open discussion and debate, where students feel safe to share their views and listen to others.
At a whole-school level, I think Development Education can feed directly into School Self-Evaluation (SSE). By looking at areas such as inclusion, wellbeing, and active citizenship, we can make it part of our planning cycle. I would encourage colleagues to see Development Education not as an add-on, but as something that strengthens our collective practice.In Dublin, sustainability thrives through many things including community gardens, bike‑sharing schemes, and green energy initiatives like rooftop solar and district heating. Reflecting on this, I see rich opportunities to engage pupils in exploring sustainable practices within their own city. We could start with a walk to a community garden observing composting, native planting, and local food production and encourage students to document biodiversity or water‑saving techniques through field sketches or photos.
Back in class, pupils might analyse data on bike-share usage or energy savings from green innovations using maths and geography tools. We can invite local environmental groups to lead workshops on urban recycling or rooftop gardening, linking science experiments with real‑world impact. By connecting Dublin’s sustainability efforts to classroom learning SPHE, science, and STEM we make sustainability tangible and relevant. This approach encourages critical thinking and active citizenship, empowering students to identify local issues and propose creative, community-centred solutions.
Understanding the nutrition of seafood offers a valuable entry point for teaching students about healthy eating, sustainability, and food choices. Seafood is rich in protein, omega-3 fatty acids, vitamins, and minerals, making it an important part of a balanced diet. Reflecting on this, I see strong opportunities to integrate seafood nutrition into classroom lessons particularly within SPHE, science, and even home economics.
We could explore how seafood supports brain development, heart health, and overall well-being, while also discussing how different cooking methods affect nutritional value. Students could compare seafood with other protein sources and investigate where their food comes from, linking this to lessons on marine environments and sustainable fishing.
Bringing this knowledge into the classroom also helps students make informed food choices and appreciate local food sources. It’s a practical way to combine nutrition education with environmental awareness, encouraging healthier habits and a stronger connection to the world around them.
