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You can really see the effects of climate change around Fingal these days. There’s way more sudden heavy rain and local flooding, and the coast around places like Portmarnock and Sutton is definitely starting to change. People talk about how the weather just isn’t what it used to be — it’s all over the place.
In class, I’d get the kids chatting about what they’ve noticed themselves — like flooded roads, really hot days in summer, or storms that feel stronger than before. We’d keep it local and simple, maybe look at photos or recent news stories. Once they see it’s happening right where they live, they start to care more.
Some small actions we could take:
Work more closely with the school’s Green Team on energy saving and recycling.
Do a clean-up in the school grounds or nearby.
Put more emphasis on “Walk on Wednesdays” to cut down on school-run car use.Hi Claire,
My school does their own junk couture competition. It has been a huge success over the years.In Howth, we’ve seen quite a few refugees, especially from Ukraine, coming into the community. Launched in June 2022, Humanitarian Howth is an inter-church initiative based at St. Mary’s, providing a safe and supportive space for Ukrainian refugees living in Howth, Sutton, and Baldoyle. They offer things like language classes and community events to help refugees settle in and feel welcome.
In our school, we could also play a part in supporting refugees. We could have cultural exchange days where students share stories, food, or music from different countries, or create art together that celebrates diversity. Supporting initiatives like Humanitarian Howth would also be a great way for students to get involved and make a difference.
Hi Lauren,
thanks for sharing those ideas. I will definitely look into implementing them into my class/ school.
Hi Sarah, completely agree. The lack of sufficient education has a major affect on children all over the world, whether it be here in Ireland or anywhere else in the world. As mentioned in the other replies, issues with money etc. play a huge factor in this.
One of the Sustainable Development Goals that really makes sense for kids is SDG 12: Responsible Consumption and Production. Children see waste all the time—plastic in their lunchboxes, broken toys that go straight in the bin, or new clothes bought just because they’re trendy. I often see pupils coming in wearing the latest things from Shein or Temu—whatever’s trending at the time. They don’t realise how fast fashion and cheap products can affect workers in other countries or create huge amounts of waste.
In our school, we’ve got a zero-waste rule during lunch, so the children are already used to thinking about how to reduce rubbish. We also have a book rental scheme and run book swaps, which help cut down on unnecessary buying. These small things help make sustainability feel like a normal part of everyday life—and show them they’re already taking small steps that really do make a difference.
Hi Aisling, i enjoyed reading your response. As a third class teacher myself, i appreciate your ideas!
I noticed gender stereotypes coming up during a drama lesson recently. The class was acting out different jobs, and when we asked for volunteers to play a firefighter, only boys put their hands up. A couple of girls even said, “That’s not really a girl’s job.” It was a small moment, but it really stuck with me. Despite all the work we do around fairness and inclusion, these ideas still come through from a young age.
Development Education can really support us in challenging this. It encourages children to think critically about the world around them—whether that’s gender roles, global issues, or how people are treated in society. Using real-life examples, stories and discussion helps pupils see that roles aren’t fixed and everyone should have the same opportunities.
For SSE, it’s a great opportunity to reflect on the messages we send in our classrooms—through the resources we use, the language we choose, our classroom displays etc.
Hi Tara,
I was quite interested reading your post. I think your suggestion on balancing classroom jobs/ projects, activities etc. is a great approach to overcome gender biases.
Ehigie (2021) highlights how important it is to help young people become global citizens—aware of what’s happening in the world and willing to make a difference. Development Education is really valuable because it helps students understand big global issues like poverty, climate change and inequality. In my own teaching, I’d bring in topics that connect local and global issues, use real-life examples, and get students thinking about their role in the wider world. Things like group projects, debates or linking lessons across subjects would work well. When it comes to my colleagues, I really think they would be interested in numerous things. We are quite an open staff who are happy to try anything. I’d suggest themed days or cross-curricular activities and encourage us to share ideas in staff meetings. Development Education helps build a school culture where students care about others and want to make a positive difference. This paper is an excellent read which deepened my understanding of global citizens and making a difference.
Hi Naomi,
I also agree with Catherines suggestion about using real life case studies to promote empathy. The kilometre walk is a fantastic idea to ensure the children understand the the life of a coffee worker. Something I will definitely consider.
Hi Emma, I was also taken by surprise by the amount of space junk up there. I will have a look at that link too. Thanks for sharing!
