Breakthrough-South Young Women’s Empowerment Group March in Domestic Violence Awareness Action – Hartford Public Schools

Report on the Community Engagement and Sustainable Development Goal Contributions of the Breakthrough-South Magnet School’s Young Women’s Empowerment Group

Introduction

The Young Women’s Empowerment Group from Breakthrough-South Magnet School has demonstrated a profound commitment to community service and leadership, directly contributing to several United Nations Sustainable Development Goals (SDGs). Under the guidance of Lizbeth Gomez, the group’s activities exemplify the school’s character education and Social-Emotional Learning curriculum. This report outlines their key initiatives and their alignment with global development objectives.

Key Initiatives and SDG Alignment

1. Advocacy for Gender Equality and Peaceful Societies (SDG 5 & SDG 16)

   • On October 23, 2025, the group participated in the “Latinos Against Domestic Violence” march, an event organized by the Hispanic Health Council.
   • This action directly supports SDG 5: Gender Equality by raising awareness of and combating violence against women.
   • Their public advocacy for a violence-free community contributes to SDG 16: Peace, Justice, and Strong Institutions.
   • The collaboration with author Daisy Plaza and the Hispanic Health Council highlights a commitment to SDG 17: Partnerships for the Goals.

2. Promotion of Good Health and Well-being (SDG 3)

   • The group organized a collection drive for patients at the Helen Gray Cancer Center, delivering the items on May 17, 2024. This initiative directly supports targets within SDG 3: Good Health and Well-being by providing comfort and aid to individuals receiving medical treatment.
   • The school’s unique status as the only one in Connecticut to provide Mindfulness training to all students further reinforces its commitment to the mental health and well-being aspects of SDG 3.

3. Action on Reduced Inequalities and Sustainable Communities (SDG 10 & SDG 11)

   • The group conducts regular donation drives for Hands on Hartford, an organization that supports individuals experiencing displacement.
   • These efforts directly address SDG 10: Reduced Inequalities by providing essential resources to vulnerable populations.
   • By supporting local non-profits and strengthening the community’s social fabric, their work also aligns with SDG 11: Sustainable Cities and Communities.

Conclusion

The Young Women’s Empowerment Group serves as an exemplary model of youth-led action in pursuit of the Sustainable Development Goals. Through targeted initiatives, the students actively contribute to achieving gender equality (SDG 5), promoting health and well-being (SDG 3), reducing local inequalities (SDG 10), and fostering peaceful, just, and sustainable communities (SDG 11 & SDG 16). Their work, rooted in a unique educational philosophy of character and emotional learning, demonstrates a powerful and replicable approach to integrating global goals with local action.

Analysis of SDGs in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 3: Good Health and Well-being: The article mentions the student group’s philanthropic efforts in collecting and donating items to patients at the Helen Gray Cancer Center, directly contributing to the well-being of individuals with serious illnesses.
2. SDG 4: Quality Education: The article highlights that the Breakthrough Magnet School – South has a unique theme of character education and Social-Emotional Learning (SEL) and is the first in its state to provide Mindfulness training to all students. This focus on holistic education that builds character and empathy is central to SDG 4.
3. SDG 5: Gender Equality: The focus is on the “Young Women’s Empowerment Group,” which empowers young women to become community leaders. Their participation in the “Latinos Against Domestic Violence” march directly addresses the issue of violence against women, a key component of this goal.
4. SDG 11: Sustainable Cities and Communities: The group’s regular donation drives for “Hands on Hartford” support people experiencing displacement. This action contributes to making communities more inclusive and supportive for vulnerable populations.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 3.4: By 2030, reduce by one-third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being. The group’s donation of items to cancer patients supports the well-being of those undergoing treatment for a non-communicable disease.
• Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including…promotion of a culture of peace and non-violence, [and] global citizenship. The school’s curriculum based on character education, SEL, and mindfulness directly equips students with these skills, which they then apply through their community actions.
• Target 5.2: Eliminate all forms of violence against all women and girls in the public and private spheres. The students’ participation in the “Latinos Against Domestic Violence” march is a direct action to raise awareness and advocate against a specific form of violence against women.
• Target 11.1: By 2030, ensure access for all to adequate, safe and affordable housing and basic services. By holding donation drives for an organization that supports people experiencing displacement, the students are helping to provide for the basic needs of this vulnerable group within their community.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• For Target 3.4: The article implies a qualitative indicator: community-led support actions for health facilities. The specific action mentioned is the “collected items to donate to the patients of Helen Gray Cancer Center.”
• For Target 4.7: A clear indicator is the implementation of education for sustainable development (ESD) and global citizenship education (GCED) in the curriculum. The article explicitly states the school’s theme is “character education/Social-Emotional Learning” and that it is the “first and only school in Connecticut to provide Mindfulness training to all students.”
• For Target 5.2: An implied indicator is the level of community engagement and advocacy to end violence against women. The “community action called Latinos Against Domestic Violence” and the active participation of the Young Women’s Empowerment Group serve as evidence of this engagement.
• For Target 11.1: The indicator is the mobilization of resources to support vulnerable populations. The article mentions the group “regularly hold donation drives for Hands on Hartford in support of people experiencing displacement,” which serves as a measure of this support.

4. SDGs, Targets, and Indicators Summary

Source: hartfordschools.org