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One of the Sustainable Development Goals that really connects with my role in a special school is SDG 10: Reduced Inequalities. Every child deserves the opportunity to be included, valued and heard, but many children with additional needs still face barriers both in Ireland and across the world. While we are fortunate to have supports available in Ireland, there are many countries where children with disabilities have little or no access to education or the services they need.
In my classroom, I think it’s important to help students understand that everyone is different and that those differences should be respected and celebrated. We can encourage this through simple, practical activities that are meaningful to them, such as looking after our school environment, taking part in recycling projects, creating artwork about kindness and inclusion, or getting involved in community events. These experiences help students see that they can make a positive contribution, no matter what their abilities are.
To support ESD to 2030 Priority Action Area 5, I think building links with the local community is really important. Working with local groups, inviting visitors into the school, or taking part in community activities gives students the chance to be active members of their community. Even small actions can have a big impact and help them develop confidence and a sense of responsibility.
For me, supporting the SDGs isn’t about teaching big global issues in isolation. It’s about helping students understand that the choices they make every day—being kind, including others, caring for their environment, and helping in their community—can all make a difference. Those are lessons that will stay with them long after they leave school.
One example of gender stereotypes that I have noticed in the classroom happened during an art lesson. The children were choosing colours for their drawings, and one of the boys picked up a pink crayon. Another child quickly said, “Pink is for girls,” and the boy immediately put it back and chose a different colour. It was a small moment, but it showed how early children can begin to believe that certain colours, toys, or activities belong to one gender.
Experiences like this remind me why Development Education is so important. It encourages children to question stereotypes instead of simply accepting them. Rather than correcting the children straight away, I think it would be more effective to start a discussion by asking questions such as, “Who decided pink is only for girls?” or “Can colours belong to boys or girls?” This gives children the chance to think critically and realise that these ideas are learned rather than true.
I would also make sure that the books, displays, and resources in the classroom show boys and girls taking part in a wide range of activities, rather than reinforcing traditional roles. During art lessons, I would encourage children to use whatever colours they like and remind them that colours are for everyone. Creating an environment where children feel comfortable expressing themselves without worrying about stereotypes can help build confidence and respect for others.
Overall, I think Development Education helps children become more open-minded, respectful, and accepting of differences. By encouraging discussion, critical thinking, and inclusion from a young age, teachers can help challenge gender stereotypes and create a classroom where every child feels free to be themselves.
Reading Ehigie (2021), The Role of Global Citizens in Today’s World, reinforced for me that education is about much more than simply academic achievement. It is also about preparing young people to become informed, empathetic, and responsible global citizens who understand the connected nature of today’s world. Development Education encourages students to think about issues such as inequality, climate change, sustainability, human rights, and social justice while recognising their own ability to make a positive difference.
I would aim to embed Development Education across the curriculum rather than treating it as a stand-alone topic. For example, I could use real-world case studies, encourage inquiry-based learning, facilitate discussions on current global issues, and provide opportunities for students to take meaningful action through projects and community initiatives. Creating an inclusive classroom where different perspectives are respected would also be central to my practice.
I believe collaboration among staff is essential for Development Education to have a lasting impact. Sharing resources, planning cross-curricular activities, and celebrating events such as sustainability weeks or global awareness campaigns can help build a whole-school approach. Encouraging colleagues to work together also ensures that students experience consistent messages across different subject areas.
Development Education aligns strongly with the School Self-Evaluation (SSE) process. It supports schools in evaluating how effectively they promote inclusion, wellbeing, student voice, and active citizenship. By including Development Education within SSE targets, schools can gather evidence of student engagement, reflect on teaching practices, and identify opportunities for improvement. This helps embed global citizenship into school culture rather than viewing it as an additional initiative. Ultimately, Development Education contributes to creating a learning environment where students develop the knowledge, skills, and values needed to participate positively in both their local communities and the wider world.