Small Steps, Big Impact: Teaching Students to Address Global Challenges

By: Bonnie Nieves

In 2015, the United Nations established the Sustainable Development Goals (SDGs), a framework of 17 objectives designed to address global challenges like inequality, climate change, and peace by 2030. Yet, significant setbacks—global crises, pandemics, and social inequities—make this timeline appear daunting.

As educators, we have a unique power to amplify the SDGs by teaching them in our classrooms. While it may seem like one more thing to juggle, integrating these global objectives can transform student engagement. When learners see how their classroom work connects to real-world problems, they are more invested in their education. This shift not only benefits students but also alleviates some of the pressures educators face by aligning mandated content with meaningful, authentic learning experiences.

The idea of integrating all 17 SDGs can be overwhelming for any educator. It’s practical to start with one, and SDG #3, Good Health and Well-being, is universally relevant offering clear connections to various aspects of education. Learn more about the UN SDGs at https://www.un.org/sustainabledevelopment/sustainable-development-goals/ 

Why Global Health Education Matters

The first time I introduced SDG #3 to my students, I wasn’t sure what to expect. I handed out printed descriptions of all 17 SDGs and asked them to pick two that resonated with them personally. The room buzzed as they pored over the goals, comparing notes with their peers and asking questions like, “What does ‘climate action’ mean in our town?”  “Why is clean water still an issue in some parts of the world?” “Wait, there are places that don’t have access to medical care?”

By the end of the exercise, the students were excited—and, to my surprise, a bit overwhelmed. They realized the magnitude of the challenges, but they were also determined to learn how they could make a difference. As one student said, “It feels like we’re part of something bigger than just this classroom.”

That moment captured the essence of why global health education matters. When students see how their learning connects to the world beyond school, it sparks curiosity, builds empathy, and fosters a sense of agency. They begin to understand not just the what of their education but the why.

A Process That Inspires Purpose

Here’s how we made it work in my classroom. After choosing their top two SDGs, students worked in small groups to brainstorm connections between the SDGs and our science curriculum. Using a jigsaw format, they collaborated with peers, sharing ideas and refining their focus. The conversations were electric—students debated solutions for clean water access, discussed strategies to reduce the spread of infectious diseases, and explored how health inequities impact communities around the world.

To deepen their learning, we used Perplexity to identify existing efforts related to their chosen SDGs. Students reached out to experts, conducted additional research, and developed proposed solutions to specific SDG targets. One group tackled water purification, designing an affordable prototype using household materials. Another group explored maternal health inequities, creating a campaign to raise awareness about access to prenatal care. Yet another, connected with an educator in Nepal and helped develop a plan to teach students in a remote region of the Himalayas.

The culmination was a school-wide symposium where students presented their projects to a panel of experts, community members, and their peers. Feedback was constructive and deeply validating for the students and myself. 

For the students, this was a transformative experience. They saw themselves as contributors to real-world solutions, their voices valued and their ideas impactful. As one student reflected, “I always thought big problems like this were for adults to solve. Now I feel like I can do something too.”

The Educator Perspective

This approach didn’t just benefit the students; it reinvigorated my teaching practice. Connecting curriculum to global challenges brought fresh energy to our classroom and strengthened my relationships with students. Colleagues who observed the process were equally inspired.

While planning this type of project may feel daunting, it’s worth every effort. Start small—pick one SDG, incorporate it into an existing lesson, and watch how students respond. Their curiosity and enthusiasm will carry the project forward.

A School-Wide Approach to Meaningful Change

Imagine the collective impact of a school-wide project centered on SDG #3 

• Elementary Students learning the basics of handwashing through engaging experiments and art projects that illustrate how germs spread.
• Middle School Students exploring local and global access to clean water, conducting experiments on water purification, and discussing hygiene equity.
• High School Students researching and advocating for global health initiatives, such as improved sanitation facilities in underserved areas, and sharing their findings through community campaigns.

Such collaborative efforts not only highlight the interdisciplinary nature of SDGs but also demonstrate to students the power of collective action and shared focus.

While this type of collaboration may not be feasible for every school, don’t let that hold you back. Classroom-based efforts can make a meaningful difference. Here are some ideas for incorporating SDG #3 into your lessons, directly aligned with specific targets:

Practical Applications for Classrooms:

Elementary Level:

• Target 3.2: End all preventable deaths under five years of age.
  • Activity: Teach students about the importance of basic hygiene habits like handwashing through a “Glitter Germ” activity. Use glitter as a stand-in for germs, letting students see how germs spread through touch and how they are removed with soap and water. Watch this video about it from We Are Teachers.
  • Outcome: Students gain a foundational understanding of how hygiene prevents illness and protects health.

Middle School:

• Target 3.6: Reduce road injuries and deaths.
  • Activity: Analyze local traffic accident data in math class to create graphs and identify patterns. In science, students could engineer solutions to traffic-related deaths. Check out the U.S. Office of Disease Prevention and Health Promotion data dashboard for inspiration.
  • Outcome: Students develop data analysis skills and understand the importance of road safety measures.

High School:

• Target 3.3: Fight communicable diseases.
  • Activity: Research global efforts to combat diseases like malaria or tuberculosis and present findings on effective strategies. Students in statistics class could examine the correlation between income and incidence of disease. Look into the Health Inequity Monitor from The World Health Organization for ideas.
  • Outcome: Students gain insights into global health challenges and the importance of international cooperation.

Conclusion

Incorporating SDG #3 into education is an investment in preparing the next generation to tackle the world’s most pressing issues. By weaving health and well-being into your lessons, you’re empowering students to see themselves as change-makers with the tools to contribute to global solutions.

As educators, no activity is too small, and integration of global goals can inspire big shifts in our students’ perspectives. Together, we can transform classrooms into spaces where learners not only acquire knowledge but also develop empathy and agency so students see themselves as global citizens with the power to make impactful change.

Bonnie Nieves is the Nipmuc Regional High School instructor.