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In our school this past year we also held a fundraiser for our new classroom for Autism. Children were encouraged to bring in plastic bottles for the deposit return scheme and the money made went towards the new classroom. It encouraged children to read the lables on packaging and recylce them correctly and we also raised nearly 1,000 euro.
Hi Shannon, I never heard of Picked Pals. It sounds like an excellent initiative to get children involved. I love the idea of allowing the children take action and write letters to local councillors over lack of public bins. What great child-led and meaningful action!
Living in the coastal region, the impacts of climate change are increasingly evident. Rising sea levels have led to more frequent and severe flooding, affecting homes and infrastructure. Unpredictable weather patterns disrupt local agriculture, threatening food security and livelihoods. The community also experiences hotter summers and milder winters, altering local ecosystems and increasing the prevalence of pests and diseases.
To engage my pupils, I would initiate a project-based learning activity where they investigate specific climate impacts in our area. This could include field trips to observe coastal erosion, interviews with local farmers about changing crop yields, or analysing temperature and rainfall data. By connecting global issues to their own lives, students can develop a deeper understanding and a sense of responsibility.
Three actions we can take to combat climate change include:
1. Promoting Renewable Energy: By advocating for solar panels in our school and community, we can reduce reliance on fossil fuels.
2. Supporting Sustainable Agriculture: Encouraging local farms to adopt sustainable practices can minimise carbon footprints and enhance resilience.
3. Enhancing Green Spaces: Planting trees and creating green spaces can absorb CO2 and provide cooling effects in urban areas.
In the classroom, I would use this lesson to foster critical thinking and collaboration. Students would work in groups to research and present their findings, creating a sense of agency and empowerment. They would also develop action plans to implement small-scale projects, such as a school garden or a recycling campaign. This experiential approach not only educates but also inspires students to become proactive stewards of the environment. Through these activities, they learn that individual and collective actions can contribute to a larger movement against climate change, fostering hope and resilience in the face of global challenges
Our school and students can take several actions to support and welcome refugees:
Awareness Campaigns: Educate students about the refugee crisis through classroom discussions, guest speakers, and documentaries. This can foster empathy and understanding.
Cultural Exchange Programs: Organise events such as cultural day where refugee students can share their culture, food, and traditions. This promotes mutual respect and integration.
Safe Spaces: Create safe and inclusive spaces where refugee students can share their experiences and feel supported.
Working with the Kerry Immigrant Support Centre (KASI) in Killarney, students can assist in offering language classes, advocacy, and community integration programs.
Engaging with the Tralee International Resource Centre (TIRC) can allow students to support migrants and refugees through information sharing, advocacy, and a variety of integration services, including language classes and cultural events.
These collaborations can be complemented by school-based initiatives such as awareness campaigns to educate students about the refugee crisis, cultural exchange programs to promote mutual respect, and a buddy system to help refugee students navigate the school system and make friends. Language support through classes or tutoring can further help refugees overcome language barriers and succeed academically. Community projects like food drives, clothing donations, and fundraising events can also provide practical support for refugee families.
By taking these actions and leveraging the resources and expertise of local organisations, our school can play a significant role in creating a welcoming and supportive environment for refugees
Hi Catherine, my school also has a diverse student population. We have many refugee families who have come to our town seeking shelter. We had our first intercultural day celebration this year and it was fabulous to see all the children in their native dress, bringing in their foods and sharing their culture.
I love your approach to tackling SDG 13: Climate Action Micheal. Taking students on field trips and connecting with local producers can make the learning experience real and impactful. Linking up with schools across Ireland and beyond will give students a broader perspective and inspire collaborative solutions.
Children are profoundly affected by housing issues both locally and globally. Poor housing conditions can lead to health problems, limited access to education, and social instability, which can hinder their overall development and future opportunities. To encourage students to take action in support of the Sustainable Development Goals (SDGs) in Ireland, particularly under the Education for Sustainable Development (ESD) to 2030 Priority Action Area 5, I would start by educating them about SDG 11: Sustainable Cities and Communities. Using multimedia resources, guest speakers, and real-world examples, I would illustrate the impacts of housing issues on children’s lives.
Engaging students in local community projects can make a significant difference. Volunteering at local shelters, creating awareness campaigns about housing rights, or participating in neighbourhood improvement initiatives would help students see the direct impact of their efforts and understand the importance of local actions. Classroom discussions and debates on housing issues would further develop their critical thinking skills and foster a global perspective. Partnering with local and international NGOs working on housing can provide meaningful engagement opportunities, allowing students to learn from experts and contribute to larger efforts.
Teaching students how to advocate for change by writing letters to local government officials, creating petitions, and using social media to raise awareness can empower them to voice their concerns and suggest solutions to policymakers. Integrating housing-related SDGs into the curriculum across various subjects can also help. For example, discussing the importance of sustainable cities and communities in social studies classes can deepen their understanding and commitment. By taking these steps, students can be inspired to actively participate in accelerating local-level actions to support the SDGs, fostering a sense of global citizenship and responsibility aligned with the goals of ESD to 2030.
Hi Clodagh,
It’s so frustrating to still see these gender stereotypes in schools and at such a young age, particularly in the area of sports. We already know the massive decrease in participation from girls in competitive sports once they hit the teenage years. Hopefully by challenging these stereotypes early on we can help prevent this for next generation of female athletes.
Gender stereotypes can significantly shape students’ attitudes, behaviours, and self-perceptions from a young age. For instance, in the infant classroom during Aistear time I often observe scenarios where boys are more encouraged to play with construction toys, while girls are directed towards dolls and kitchen sets. This unintentional reinforcement of traditional gender roles limits both groups, discouraging boys from nurturing activities and girls from STEM-related interests.
Development Education methodologies can help combat these stereotypes by promoting equality and critical thinking. I can introduce diverse role models who defy gender norms, such as female scientists and male caregivers, to broaden students’ perceptions. Group projects can be designed to ensure mixed-gender collaboration, emphasising co-operation and mutual respect. Discussions and activities that challenge traditional gender roles and encourage empathy can foster an inclusive classroom environment.
By integrating Development Education students learn to question and critically analyse societal norms, leading to a more equitable and supportive learning space where everyone feels valued and capable of pursuing their interests regardless of gender.
In Ehigie’s (2021) paper, “The Role of Global Citizens in Today’s World,” Development Education is highlighted as essential for fostering global awareness and responsibility. Development Education equips students with the skills and values needed to address worldwide challenges like climate change and social justice.
In my teaching, I would integrate Development Education by discussing global issues in everyday lessons, using real-world examples to make the topics relevant. Project-based learning would allow students to explore and propose solutions to global problems, making the learning experience engaging and practical.
To encourage my colleagues, I would share successful Development Education activities and resources that have worked in my classroom. Organising workshops and creating a collaborative space for teachers to exchange ideas and support each other can make integrating DE more manageable and exciting.
By embedding Development Education throughout our school, we can help students become informed, empathetic, and proactive global citizens.