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Hi Kevin,
I really liked your idea of having the children keep a weather journal, examining weather in the local area and asking grandparents to recall their summers and winters from years ago. It would make for an interesting debate topic or project!
On a local level, I have seen climate change have a direct impact on my town. In 2017, there was a huge flood. This was never seen before. It was due to extremely heavy rainfall with water running down from the Slieve Blooms and our local river oweness and barrow not being able to cope with the water levels. Both rivers burst their banks and homes and businesses were destroyed. It had a devastating impact on local residents, businesses including creches, restaurants and shops but also emergency services trying to help the situation.
8 years on and the town is still pleading with the local COCO to get funds in place to prevent further damage from happening if there was to be another storm or heavy downfall.
In class, we could use the three R’s – reduce, reuse and recycle. Holding art projects or junk couture to make it fun for the children.
Children could collect their return bottles and cans and donate to the school.
Finally, Children could if possible at home and school, leave wild patches for local bees and insects.
Ukrainian Laois Support Association (ULSA): This community-led group focuses on uniting and supporting Ukrainians in Laois. They offer a range of services:
Free English language courses, adult education (e.g. yoga, cooking, barista skills), and school access for children
Psychological support, community activities, and sports/social clubs
Help with accommodation.In school, I recently taught two sisters from The Congo, they arrived with no family near, some other siblings dotted around the country. They were fostered and are doing well. However, their background was not known, we did not know what these children had been through and the psychologist told us not to ask pressing questions about their family etc. I made a welcome buddy system in their class where each day a child in clas would spend the day with them on yard. It worked well as the girls had no English so a friendly face was important.
I think setting up donation banks would be a brilliant idea and maybe have a speaker in from local organisations that assist refugees. Allowing the children to present a project to their class based on their home country, allow us to gain some insight. Some children, even though now safe will of course miss their homes country and keeping this in mind is very important.
Orla, a beautiful story. What a traumatic time for that boy and his brother. I am so glad he found solice in your school and that it was a safe environment for him to thrive. Every child deserves that support.
Hi Luke,
Just replying to your comment as I was so impressed to read your school recently installed solar panels. What progression to combat ever rising electricity bills and have a form of green energy within the school. I like the idea above of having older students in charge of analysing the data and giving factual evidence of how beneficial they are to the school community. We also have a polytunnel in our school, as many children live in the town its their first time to see food grow – amazing!
Chosen Topic: Climate Chamge (SDG 13: Climate Action)
Children can be affected both:
Globally:
Health impacts: Increased air pollution, heatwaves, and spread of diseases affect children’s respiratory health like asthma and allergies.
Displacement: Children are among the most vulnerable in climate-related disasters (e.g., floods, droughts, wildfires), leading to loss of homes, schools, and community networks.
Education disruption: Extreme weather can damage school infrastructure or force children to migrate, interrupting education.
Nutrition: Crop failure and food insecurity due to climate shifts can lead to malnutrition in vulnerable regions.
Locally (Ireland):
Weather extremes: Irish children are experiencing more frequent storms, flooding, and changing weather patterns.
Mental health: Eco-anxiety is rising among children aware of climate issues but feeling powerless.
Biodiversity loss: Reduced biodiversity and pollution in local areas (e.g., in rivers, forests, and coastal areas) affect children’s outdoor experiences and understanding of nature.
Encouraging Students to Take Action: Local-Level Initiatives (Aligned with ESD to 2030 Priority Area 5)
1. School Climate Action Project
Students conduct an audit of the school’s energy use, waste, water consumption, and transport habits.
Action: Develop a “Green Plan” with achievable goals (e.g., reducing energy use, planting trees, introducing composting or walk to school on Wednesdays to combat traffic pollution
2. Local Biodiversity Campaign
Students design and build small pollinator patches or herb gardens using recycled material. In out school we planted irish trees.
By focusing on climate change and its impacts on children, both globally and locally, we as teachers can guide students to take meaningful, localized action. These efforts support not only SDG 13 but also empower youth under ESD to 2030 Priority Action Area 5. When children understand their role in climate solutions and see real outcomes in their communities, they grow into informed, active citizens equipped to tackle global challenges.
Hi Marcella,
Great comment on this thread. I agree, I also feel children don’t learn the traits of gender stereotyping themselves. Its from family, school and their environment. The ads they encounter, pink dolls for girls and scary dinosaurs for boys! I also seen it evident when I had my own children. Boys clothes are dark with dinosaurs and the girls clothes are pink with unicorn, glitter and sparkles.
Gender stereotyping has been around forever and for the most part, I think a lot of it is actually subconsciously done. However, I do feel we have made strides in this area in recent times.
When I was teaching infants, we had a dress up box, there was a red and black dress that one of the boys loved to wear. This was obviously discussed at home and the boys Dad asked for the dress to be sent home so he could put a Man United crest on the front so he could be seen as more masculine in the dress. Truth be told, the children never even passed comment before hand and it was all seen as dress up and role play. It was the parents idea of what a boy should wear ( even in dress up!)
It really stood out to me then about the different roles boys and girls play and how clothes, etc affects all of that.
I have a job rota in the class to combat the gender roles such as boys enjoy heavy lifting and girls enjoy cleaning. I taught in an all boys school, which then amalgamated and is co- educational. The change was huge but positive for the children and I feel some boys that didn’t feel like they fitted in with the boys sporty group in the class, May have found their own group of mixed friends now.
Hi Patrick,
This comment struck a chord with me while reading through the thread.
Mainly because you’ve mentioned the importance of action at a local level as well as a global level. I think it is important for children to understand how crucial local level action is and the difference that can be made there. It can feel very overwhelming for any of us, especially a child to implement action at a global level, however starting at school level or local level, allows for this natural progression. Interesting read, thanks.
Hi Shane,
Just reading through some threads here on this assignment and I agreed with your expression of how we, as educators, are shaping socially aware young children with empathy. It is a crucial trait to carry with you, so the more exposure to this at a young age the better.
I also like the idea of using debates and role play in the classroom to explore hard topics. This allows for factual information, being sought in a safe environment either adult supervision.
As teachers, we have the privilege of helping children expand their minds for inclusion, empathy and understanding. As mentioned in the article “The Role of Global Citizens in Todays World”, humans have a symbiotic connection, a sort of connection that is interlinked in ways and should be a tool used for positive progress, helping eachother.
In our classrooms, we see children of all different ethnic and religious backgrounds and this multiculturalism is an example of why development education is extremely important.
The themes mentioned in the article showed relevance to todays society. We can see this relevance in Ireland and beyond.
Social media is a powerful influence today and how accessible it is, I also think it is important children are taught where they can receive reliable and factual information on the sensitive topics of war, racism and global warming for example.
This will ‘lead by example’ in a sense and allow children to respectfully have those difficult conversations.
These topics can be seen across the curriculum in subjects such as SPHE and SESE. In these subjects, children can share their ideas ans thoughts and gain undertanding on others perspectives and opinions. This can shape the children into becoming responsible citizens.
This can expand to whole school initiatives that allow a space for growth both personally and academically. Children should be given tools by teachers and snas, to gain an understanding of the world around them, and how to make a difference to areas they feel passionately about.