Sustainable Development Goal 3
Ensure healthy lives and promote well-being for all at all ages
KEY RECOMMENDATIONS
To engender a greater understanding of animal sentience, zoonoses, the interrelationship between humans, animals and the environment and how we can share the same world safely with regard for good health and wellbeing of humans and non-humans. SDG Target 3.3.
To understand and promote the human-animal bond and how animals can enrich the lives and wellbeing of humans through companionship and therapeutic benefits. SDG Target 3.4.
To incorporate Caring for Life Education curriculums into schools as part of main stream learning and inspire children from a young age to marvel at the natural world, all species and recognise how all forms of life are interrelated. The aim is to help each student to develop their emotional intelligence and understand that animals and the way in which we treat them, can significantly affect human health and well-being. SDG Targets 3.3 & 3.4.
PROBLEMS
The recent global pandemic resulting in disruptive education for children of all ages, has highlighted the need for a new approach to education, with a stronger focus on mental health, relationships and wellbeing.
Schools in many countries have become a stale environment in which students are unaware of the special interrelationship between humans, animals the environment and their individual responsibilities in civic society.
Prescriptive subjects taught through traditional methods of ‘rote’ are no longer fit for the 21st Century. Students crave creativity and exposure to real life scenarios, but instead of getting what they need from formal education, the greatest influence tends to be from unregulated social networking sites.
Such platforms are often the source of unhealthy images such as human and animal abuse which can have a dramatic effect upon a young person’s mental health and wellbeing.
Peer pressure and bullying within the school environment can severely affect the mental health and wellbeing of the victim and such behaviour is often transferred to abuse of animals. The cycle of abuse is well documented as a social problem.
Issues relating to animal welfare are largely dis-regarded in many countries, perhaps through ignorance or indifference. Educating students and adults to understand animal sentience and animal welfare will lead to an extension of humanity.
Unhealthy diets including high consumption of meat products has caused the high risk of diseases such as cancers, heart attacks and diabetes. When animals are kept in Industrialised factory farms, it increases the chance of zoonotic disease such as avian influenza. The pathogens are spread from poultry to human workers
SOLUTIONS
Government budget allocation to facilitate education, healthcare and adequate social protection for vulnerable groups. Focusing on education:
• A review of each country’s education system by a designated government department, relevant to Primary, Secondary and Tertiary education.
• Recruit and train teachers to incorporate the SDGs into subject areas as an integral part of each lesson, through student-centred methods of teaching.
• Recruit and train human health workers, animal health workers and social workers to incorporate the meaning and intent of SDGs into their respective work.
• Introduce curriculums to schools such as ACTAsia’s Caring for Life Education, with enhanced health & wellbeing as the foundation, through lessons on subject areas such as Web of Life; Animal Sentience; Care & Respect; Zoonoses/Interacting with Others; Emotional Intelligence.
Create public awareness of zoonoses through the media promoting government advice on how such diseases can be safely managed. Because non-human animals serve as a disease reservoir or vector, disease prevention and control strategies differ from other infectious diseases.
Introduce the benefits of the human-animal bond through public awareness and schools’ education. A scientific study and statement from the American Heart Assoc.(2013) concluded that pet owners are likely to be more active than the general population, with reduced risk of cardiovascular disease; have lower blood pressure; lower cholesterol levels; less likely to be obese. Pets can be a great comfort to lonely people and reduce feelings of isolation. Such information can be used to change policies in ways that benefit adults and children, by influencing rules and regulations for schools, health or assisted living facilities, residential treatment centres.
Promote healthy diets with less meat consumption plus plant-based food intake through national governments’ policy, e.g. UN’s Fruit and Vegetable Year. Phase out industrialised animal farming practices with large-scale breeding of animals kept in unsuitable facilities.
Non-therapeutic use of antibiotics should be reduced as this can lead to the development of antibiotic-resistant bacteria in both humans and animals.
INSTITUTIONAL RESPONSIBILITIES
Government willingness and action to construct an education system in their respective countries conducive to the needs of the 21st century and beyond, is the key to global health and well-being.
Education programmes both formal and informal are essential for students to recognise their own self-worth and responsibilities in civic society. Teachers responsibilities include the delivery of age-appropriate lessons to enable students to develop their emotional intelligence and show tolerance and respect for their peer’s health and wellbeing,
Regulated fast moving changes in technology and social networking platforms need education systems that place good health and well-being at the core.
Parents need to understand their role in teaching their children to maintain a high standard of hygiene and safety within the home and when handling their pets.
Students should be aware of their own safety when in the presence of animals and wildlife.
Consumers should take healthy eating seriously.
Schools should provide more support on healthy diet and food choices in school canteens; cafeterias should include more plant-based food options.
POTENTIAL PARTNERSHIPS
Establish a collaborative culture among governments and local communities. Establish a holistic One Health approach to health and wellbeing with education policy makers, educational organisations, teachers associations, medical personnel, veterinarians, public health officials, social workers, corporates & companies, environmental and animal organisations.
Primary and secondary schools should work closely with the local communities to ensure parents: i) learn how to provide healthy food options with plenty of fruit and vegetables; ii) report animal abuse and digital images of abuse to the relevant authorities; iii) understand how to manage zoonotic diseases to minimise the risk for their children.