My day at Santa school: booze is out, inclusiveness is in – The Times

Report on Progressive Santa Training and Alignment with Sustainable Development Goals

1.0 Introduction

The Ministry of Fun’s Santa training school in London has implemented a progressive curriculum designed to modernize the role of Santa Claus. This report analyses the school’s training program, with a significant focus on its alignment with the United Nations’ Sustainable Development Goals (SDGs), particularly SDG 10 (Reduced Inequalities), SDG 3 (Good Health and Well-being), and SDG 8 (Decent Work and Economic Growth).

2.0 Curriculum Enhancements for Inclusivity and Well-being

The core of the new curriculum is a commitment to inclusivity, ensuring that the Christmas experience is accessible and positive for all children, which directly supports several key SDGs.

2.1 Advancing SDG 10: Reduced Inequalities

The school has introduced specialized modules to ensure that children with disabilities are not excluded. This initiative is a practical application of the principles outlined in SDG 10.

• Sign Language: Trainees are taught essential Christmas greetings in sign language to communicate effectively with children who have hearing impairments.
• Multisensory Training: To cater to children with visual impairments, neurodiversity, or sensory sensitivities, the training incorporates education on the importance of scent and sound. Grottos will include objects that produce various festive sounds for a richer sensory experience.
• Scent Selection: A formal process was undertaken to select the most inclusive “Eau de Scenta Claus,” with “roaring fireside” chosen as the most universally appealing and least likely to cause sensory overload.

2.2 Promoting SDG 3: Good Health and Well-being

The training program emphasizes practices that promote positive mental and social well-being for children, in line with the objectives of SDG 3.

1. Positive Reinforcement: The traditional “naughty list” has been abolished. Instructors, such as veteran Santa Mike Facherty, advocate for a “nice list” approach, focusing on kindness and generosity of spirit rather than punishment.
2. Professional Conduct: A strict no-alcohol policy is enforced for all performers on duty. This ensures a safe, reliable, and professional environment for families and upholds the well-being of the children interacting with Santa.

3.0 Economic and Professional Standards

3.1 Fostering SDG 8: Decent Work and Economic Growth

The Ministry of Fun’s program professionalizes seasonal employment, contributing to SDG 8 by creating decent work and stimulating economic activity.

• High Professional Standards: The managing director, Matt Grist, emphasizes that high standards are expected, moving beyond basic questions to create a more magical and convincing performance. The training underscores that performing as Santa is a skilled role.
• Economic Opportunity: The role provides a significant source of seasonal income. One performer reported earning approximately £12,000 in the previous season, with single-day quotes reaching as high as £5,000, demonstrating the role’s economic viability.
• Investment in Quality: Performers and the organization invest heavily in the role, with high-quality suits costing £750 and professionally styled beards valued at £1,000. This investment signifies a commitment to quality and professionalism within this sector of the entertainment industry.

3.2 Modernization and Environmental Consciousness

While not a primary focus, the training reflects modern societal shifts, including a symbolic nod towards environmental sustainability, which relates to SDG 13 (Climate Action).

• The tradition of giving coal to naughty children has been discontinued. When questioned, a veteran performer humorously cited the rising price of coal, a comment that inadvertently reflects the broader societal shift away from fossil fuels.

4.0 Conclusion

The Ministry of Fun’s Santa school serves as a model for how traditional cultural practices can evolve to align with modern principles of inclusivity and sustainability. By integrating training on sensory awareness, sign language, and positive psychology, the program makes a direct contribution to SDG 3 and SDG 10. Furthermore, by establishing high professional and ethical standards, it promotes SDG 8, transforming a seasonal role into a form of decent and economically valuable work. The curriculum demonstrates a comprehensive approach to ensuring the role of Santa remains relevant, responsible, and beneficial to all members of the community.

Analysis of Sustainable Development Goals in the Article

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

   • SDG 4: Quality Education

     The article describes a specialized training school for Santas. This directly relates to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. The school provides vocational training, equipping adults with specific skills for a particular job.

   • SDG 8: Decent Work and Economic Growth

     The article highlights that being a Santa is a paid seasonal job that provides significant income. It mentions one performer earning “about £12,000” last year. The training school facilitates this employment, thereby contributing to economic activity and providing decent work opportunities.

   • SDG 10: Reduced Inequalities

     A central theme of the article is the school’s focus on inclusivity. The curriculum is designed to ensure that children with disabilities can fully participate in the Christmas experience. The training in sign language and sensory awareness for children with “visual or hearing impairments, neurodiversity and sensory sensitivities” is a direct effort to reduce inequalities and promote social inclusion.

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

   • Target 4.4: Increase the number of people with relevant skills for employment

     The Santa school’s entire purpose is to provide adults with “relevant skills, including technical and vocational skills, for employment.” The article details the specific skills taught, such as performance techniques, sign language, and sensory awareness, all of which are necessary for the job of being a professional Santa.

   • Target 8.5: Achieve full and productive employment and decent work for all

     The article provides a concrete example of this target by discussing the employment of Santas. It states that “About 80 Santas are sent out by the ministry each season” for various paid roles. It also quantifies the economic return, noting one Santa “earned about £12,000” in a season, illustrating the creation of productive, decent work.

   • Target 10.2: Empower and promote the social inclusion of all, irrespective of disability

     The article explicitly states that the school is running its most “inclusive” curriculum yet. The training aims to make Santas “better equipped to speak to children with visual or hearing impairments, neurodiversity and sensory sensitivities.” This initiative directly promotes the social inclusion of children with disabilities, ensuring they are not left out of the festive tradition.

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

   • Indicator for Target 4.4 (Implied)

     The number of individuals trained can be used as an indicator. The article mentions a class size of “21 Santas, five elves and one Mrs Claus” and a total of “About 80 Santas are sent out by the ministry each season.” Therefore, the “Number of adults who have completed the specialized training program” is an implied indicator of progress.

   • Indicator for Target 8.5 (Implied)

     The article provides data that can serve as indicators for employment and income. The “Number of seasonal jobs created” (80 Santas) and the “Average income earned by performers” (one example of £12,000) are quantifiable metrics implied in the text to measure the economic impact of this work.

   • Indicator for Target 10.2 (Implied)

     Progress towards inclusion can be measured by the specific training provided. The article mentions “multisensory training, lessons in sign language for Christmas greetings and education on the importance of scent.” An indicator could be the “Number and type of inclusive training modules offered and completed by performers” to ensure they are equipped to interact with children with diverse needs.

SDGs, Targets, and Indicators Summary

Source: thetimes.com