Report on Organizational Developments and Strategic Alignment with Sustainable Development Goals at Girls on the Run Vermont

Board of Directors Appointments

Girls on the Run Vermont (GOTRVT), a non-profit organization dedicated to the development of girls in grades 3-8, has announced the appointment of three new members to its Board of Directors. These appointments are expected to enhance the organization’s strategic governance and its capacity to deliver programs aligned with key Sustainable Development Goals (SDGs).

1. Megan Miley: Employed with Casella, Ms. Miley’s expertise in community engagement represents a strengthening of corporate partnerships, directly supporting SDG 17 (Partnerships for the Goals). Her commitment is reinforced by personal experience with the program’s positive impact on participants’ personal growth, which aligns with SDG 3 (Good Health and Well-being).
2. Brian Van Horn: As Director of the Town of Manchester Parks & Recreation Department, Mr. Van Horn’s involvement signifies a crucial public-sector partnership (SDG 17). His role facilitates the provision of safe, accessible public spaces for health-promoting activities, contributing to SDG 3 and fostering community well-being.
3. Caroline Mashia: The Chief Financial Officer at Vermont Electric Coop, Ms. Mashia brings financial expertise to the board. Her focus on the program’s role in building confidence, self-respect, and resilience in young girls directly supports the mission of SDG 5 (Gender Equality) by empowering future female leaders.

New Staff Appointments

In 2025, GOTRVT expanded its operational capacity by hiring three new staff members. These roles are integral to the execution and enhancement of programs that contribute to the organization’s mission and its alignment with the SDGs.

1. Katie Keidel: Development Manager
2. Sarah Richardson: 5K and Events Coordinator
3. Tori Hubbard Ward: Program and Operations Coordinator

Rick Hashagen Limitless Potential Alumni Scholarship Program

GOTRVT has awarded two $2,500 scholarships to graduating high school seniors and program alumni, Hannah Collins and Penelope Zygarowski. This initiative directly advances SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) by providing financial support to reduce barriers to higher education for young women, rewarding the self-confidence and potential cultivated through their participation in the program.

Contribution to United Nations Sustainable Development Goals (SDGs)

The core activities and recent developments at Girls on the Run Vermont demonstrate a strong commitment to advancing several UN Sustainable Development Goals. The organization’s research-based curriculum and community-based model are structured to achieve measurable impacts in the following areas:

• SDG 3 (Good Health and Well-being): The program promotes physical health through running and emotional and social well-being through its integrated life-skills curriculum.
• SDG 4 (Quality Education): GOTRVT provides essential out-of-school learning, focusing on social and emotional life skills. The scholarship program further supports formal educational attainment.
• SDG 5 (Gender Equality): The organization’s primary mission is to inspire girls to be joyful, healthy, and confident, thereby empowering a new generation of female leaders and directly addressing gender equality targets.
• SDG 10 (Reduced Inequalities): By offering an accessible program and providing scholarships, GOTRVT works to ensure that girls have the opportunity to develop critical life skills and pursue further education, regardless of their background.
• SDG 17 (Partnerships for the Goals): The composition of the board and collaborations with entities such as Casella and the Town of Manchester Parks & Recreation exemplify a multi-stakeholder approach to achieving developmental goals.

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

• SDG 3: Good Health and Well-being

  The article highlights that Girls on the Run Vermont (GOTRVT) is a program designed to “develop physical, emotional, and social well-being” and inspire girls to be “joyful, healthy, and confident.” The program’s curriculum, which “creatively integrates running, stretching, and strengthening exercises,” directly promotes physical health and mental well-being.

• SDG 4: Quality Education

  GOTRVT is described as a “10 week after school program” that uses a “research-based curriculum” to teach “developmentally appropriate life skills.” Furthermore, the organization supports continued education through its “Rick Hashagen Limitless Potential Alumni Scholarship program,” which awards scholarships to graduating high school seniors, directly contributing to lifelong learning opportunities.

• SDG 5: Gender Equality

  The entire mission of the organization is centered on empowering a specific gender group: girls. The article states the mission is to “inspire girls” and help them “grow in confidence, self-respect, and resilience” and become “strong, compassionate leaders.” This focus on building confidence and leadership skills in girls directly addresses gender equality.

• SDG 17: Partnerships for the Goals

  The article demonstrates collaboration between different sectors. It mentions a corporate partnership with Casella, a public partnership with the Town of Manchester Parks & Recreation Department, and the organization’s status as a council of the international nonprofit Girls on the Run International. These collaborations are essential for advancing the organization’s mission.

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

• SDG 3: Good Health and Well-being

  • Target 3.4: Promote mental health and well-being. The article emphasizes that the program helps girls develop “emotional, and social well-being,” “grow in confidence, self-respect, and resilience,” and build their “sense of self,” all of which are key components of mental health.

• SDG 4: Quality Education

  • Target 4.4: Substantially increase the number of youth and adults who have relevant skills for employment, decent jobs and entrepreneurship. The program teaches “life skills” and fosters qualities like “confidence” and “resilience,” which are crucial skills for future personal and professional success.
  • Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including gender equality. The program’s curriculum is explicitly designed to empower girls and build their confidence, directly promoting the principles of gender equality.

• SDG 5: Gender Equality

  • Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership. The article states that the program helps girls grow into “strong, compassionate leaders.” The appointment of new female board members and staff also exemplifies women in leadership roles within the organization.

• SDG 17: Partnerships for the Goals

  • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships. The article provides clear examples of such partnerships, including the involvement of Casella (private sector) and the Town of Manchester Parks & Recreation Department (public sector) in supporting the civil society organization GOTRVT.

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

• For SDG 3 (Good Health and Well-being):

  • Number of girls who have participated in the program focused on physical and emotional health (over 40,000 since 1999).
  • Number of program sites offering health and well-being activities (over 120 sites statewide).
  • Testimonials from participants about how the program helped them “blossom” and built their confidence.

• For SDG 4 (Quality Education):

  • Number of scholarships awarded for higher education (two $2,500 scholarships mentioned).
  • Existence of a “research-based curriculum” that teaches “life skills.”
  • Number of participants completing the 10-week after-school educational program.

• For SDG 5 (Gender Equality):

  • Number of girls empowered by the program (over 40,000).
  • Testimonials from participants detailing how the program “bolstered their self-confidence.”
  • The stated goal of helping girls become “strong, compassionate leaders.”
  • Number of women appointed to leadership positions on the board and staff.

• For SDG 17 (Partnerships for the Goals):

  • The existence of a corporate partnership (with Casella).
  • The existence of a public partnership (with the Town of Manchester Parks & Recreation Department).
  • Collaboration with a larger international network (Girls on the Run International).

SDGs, Targets, and Indicators Analysis

Source: vermontbiz.com