#sdg

The Cato Manor community is located in the peri-urban landscape of Durban, where a vibrant population continues to survive despite ongoing socio-economic challenges. During my time at the local clinic so far, I have begun to learn that health is so much more than the treatment we provide as health care professionals; it is deeply connected to issues of voice, power and access. The resources available at the community level are never enough, as the demand for better health continues to rise and extend beyond the clinic walls. The Sustainable Development Goals (SDGs) were created as a global framework to address such inequalities, but their real value is most tangible in under-resourced South African communities such as Cato Manor. Now the question this essay aims to answer is how we, as the emerging Occupational therapists, apply and enforce the SDGs in underprivileged communities such as Cato Manor? This blog seeks to unpack this challenge.

SDG 1: No Poverty:

Many of the difficulties seen in the clinic were rooted in poverty. Clients' access to transportation, adherence to therapy, and acquisition of essential equipment were all impacted by their limited financial resources. SDG 1 seeks to end poverty, but it has a significant and complex influence on participation and health (United Nations, 2015).

I learned how poverty limits possibilities and career choices through my relationships. Clients were frequently compelled to put their survival demands ahead of their health, which resulted in a slow recovery or a decline in function. This strengthened the idea of occupational injustice, which occurs when people are prevented from pursuing fulfilling careers because of outside limitations (Wilcock & Townsend, 2013). This realization pushes me as a prospective practitioner to think of creative, affordable solutions and to support laws that deal with these more general health issues.

SDG 3: Good Health and Well-being

I believe that health is wealth. I also truly believe that each one of us deserves an equal chance to live a healthy life at all costs. This SDG is concerned about ensuring healthy lives and promoting better well-being for all. In the Cato Manor community, its citizens encounter inaccessibility to facilitators of better health.

One case of mothers of children with disabilities often receives inconsistent and limited access to rehabilitation and this is not only because of the failure in the healthcare system, but a broader and deep systemic socio-economic challenges such as lack of financial resources at home which will enable the mother to catch a taxi to the clinic to attend regular appointments, leaving them with a burden to carry a burden of care with little support. It is therefore our job as the healthcare providers to consider the background of the client. I intend to ensure that each appointment the child attend incorporate the support for the accompanying caregiver. I would further implement group-based interventions which will focus on empowering mothers with skills to encourage continuation of therapy at homes, which could limit stress to worry about costs and focus on their wellness too.

This experience challenged my pre-conceived notions that healthcare was mainly clinic based. What I’ve learned is that health equity is not just intervention, it’s advocacy. I found myself questioning how systems continue to marginalise certain populations and how my role as an occupational therapist could challenge these inequities, rather than inadvertently reinforce them (Hammell, 2015).

SDG 4: Quality Education

In this case, education is not limited to formal schooling, but includes health literacy, caregiver training and knowledge-sharing that enables participation in everyday life. The gap in access to education remains wide in under-resourced communities (United Nations, 2015) despite the call for inclusive and equitable quality education in SDG 4. I saw in the community that many caregivers did not have information on the condition of the people they are meant to care for, which limited their ability to provide effective support. This also showed the interplay between education and health outcomes. My response to that is to always ensure to add an educational component to therapy sessions, making sure to simplify complex clinical information into practical, culturally relevant strategies for caregivers to use at home. With this approach, it will encourage that I transition from a position of authority to partnership, understanding that empowerment is core to education and occupational therapy practice.

SDG 5: Gender Equality

Gender equality and the empowerment of all women and girls are the goals of SDG 5. This is extremely pertinent to the Cato Manor clinic because women bear the majority of the caregiving duties for the clients we see daily than men. These positions consistently limit employment, educational, and social prosperity, perpetuating cycles of poverty and inequality (United Nations, 2015; Statistics South Africa, 2021).

Interacting with these caregivers (women) a lot made me think about the invisible work they do daily. To fulfill these obligations, many gave up social engagement, personal well-being, and work chances while men enjoy most of their time doing what they love the most. This brought attention to the relationship between occupational deprivation and gender. As a prospective occupational therapist, I started to realize how crucial it is to assist both the designated "client" and the larger support network. This entails promoting caregiver support initiatives, leading support groups, and acknowledging caregiving as a fulfilling but challenging profession (Hammell, 2021) while continuously involving men into therapy.

SDG 10 Reduced Inequalities:

In this Cato Manor community, inequality is evident in every facet of service delivery rather than being a far-fetched idea. Clients' health outcomes varied depending on their access to transportation, assistive technology, and follow-up care. SDG 10 aims to lessen these disparities, but doing so calls for deliberate and actions that are sensitive to the context (United Nations, 2015). My perspective changed significantly as a result of this encounter. I started to wonder whose needs are given priority in healthcare systems and how power relations affect the delivery of services. It was originally difficult for me as a student to discover my voice inside these structures. But I came to see that even efforts, including promoting resources, modifying programs, and working with community stakeholders, might help lessen disparities. This is consistent with the increasing focus on community-based and socially responsive occupational therapy practice (Galvaan, 2015).

I want to take a more cooperative approach going ahead, collaborating with clients, families, and communities to jointly develop sustainable solutions. This means engaging with community initiatives, encouraging health education, and fighting for fair resource allocation. Crucially, it also entails constant introspection to make sure that my work stays socially just, ethical, and sensitive. In the end, pursuing the SDGs in places like Cato Manor is about more than just focusing on international goals; it's about reestablishing dignity, facilitating involvement, and tackling the structural injustices that influence people's lives. In order to make sure that those who are frequently marginalized are not just seen but also heard, I am challenged as I continue to advance in my career to not only treat but also transform.

REFERENCES

Galvaan, R. (2015). The contextually situated nature of occupational choice: Marginalised young adolescents’ experiences in South Africa. Journal of Occupational Science, 22(1), 39–53.

Hammell, K. W. (2021). Reflections on… well-being and occupational rights. Canadian Journal of Occupational Therapy, 75(1), 61–64.

Hammell, K. W., & Iwama, M. K. (2012). Well-being and occupational rights: An imperative for critical occupational therapy. Scandinavian Journal of Occupational Therapy, 19(5), 385–394.

South African Department of Health. (2023). National Health Insurance policy framework. Pretoria: Government Printer.

Townsend, E., & Wilcock, A. A. (2004). Occupational justice and client-centred practice. Canadian Journal of Occupational Therapy, 71(2), 75–87.

United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. https://sdgs.un.org

Wilcock, A. A., & Townsend, E. (2013). Occupational justice. In B. A. Schell et al. (Eds.), Willard and Spackman’s occupational therapy (12th ed.). Lippincott Williams & Wilkins.

Der Internationale Weltwassertag findet seit 1993 jedes Jahr am 22. März statt und soll die Aufmerksamkeit der Bevölkerung auf die Wichtigkeit von Frischwasser und das nachhaltige Management von Frischwasser-Ressourcen lenken. Die UN lädt ihre Mitgliedsstaaten jedes Jahr dazu ein, an diesem Tag konkrete Aktionen zur Erhöhung des öffentlichen Wasser-Bewusstseins zu setzen. Hierunter fallen zum…

NEWS PR डेस्क: पटना, 19 मार्च 2026: बिहार में सतत विकास को गति देने के लिए योजनाओं को सतत विकास लक्ष्यों (SDGs) के साथ जोड़ने पर जोर दिया गया है। योजना एवं विकास विभाग, बिहार सरकार द्वारा आयोजित राष्ट्रीय स्तरीय कार्यशाला के समापन अवसर पर अपर मुख्य सचिव डॉ. एन. विजयलक्ष्मी ने कहा कि समावेशी, संतुलित और सतत विकास के लिए योजनाओं और SDGs का समन्वय अत्यंत आवश्यक है।

NEWS PR डेस्क: पटना, 19 मार्च 2026: बिहार में सतत विकास को गति देने के लिए योजनाओं को सतत विकास लक्ष्यों (SDGs) के साथ जोड़ने पर जोर दिया गया है। योजना एवं विकास विभाग, बिहार सरकार द्वारा आयोजित राष्ट्रीय स्तरीय कार्यशाला के समापन अवसर पर अपर मुख्य सचिव डॉ. एन. विजयलक्ष्मी ने कहा कि समावेशी, संतुलित और सतत विकास के लिए योजनाओं और SDGs का समन्वय अत्यंत आवश्यक है।

Recently, I have observed a recurring theme in my reflections: there is a consistent gap between the theoretical knowledge and its practical application within the community. There always seems to be that space between understanding the concept and truly grasping it’s weight in reality.  

This reflection is no exception. When I was first introduced to the Sustainable Development Goals (SDGs) in class, they appeared to be another set of policies and frameworks. Although I understood each goal and could explain them academically, they held little weight in my lived experience during practice.  

My experiences in Mariannridge are beginning to bridge this gap. Seeing how the presence of the primary health care clinic in the area provides important access to basic health services and support, as well as interacting with Grade 12 learners and hearing how transport costs, financial pressures, and limited exposure to opportunities shape their career decisions, has helped me understand how these broader issues influence everyday participation in the community. Theoretical frameworks are now directly connected to the lived experiences of individuals in the community. 

The SDGs are no longer something the World Health Organization just “put out there.” They can be seen in the occupations, disruptions, and goals of a community. 

So, what are some of the SDG’s that I, as a student OT, can work towards in my placement?  

The aim of SDG 3 is to ensure healthy lives and promote well-being for all (United Nations, 2023). In many communities, including those in South Africa, the imbalance in access to health services and preventative care persist, affecting overall well-being and participation in daily life (Mishra et al., 2024). In the South African context, as we've discussed in the previous blog, this also involves addressing maternal health, child mortality, and service accessibility.  

Joining this SDG with a Primary Health Care lens, this is where our role shifts from only intervening when the dysfunction appears, to promoting well-being and preventing dysfunction through early intervention. Some of the things we already doing such as facilitating developmental screenings at the clinic, health education, and asking about maternal mental health, becomes a way of strengthening long-term occupational participation. This aligns with growing recognition that occupational therapy has a meaningful role to play in advancing health and sustainability within communities (Pollard et al., 2020). 

SDG 4 focuses on inclusive and equitable quality education. Education is not only about access to schools but also about the ability of individuals to participate meaningfully in learning opportunities that support future occupations (WHO, 2023). 

Our career guidance session with matric learners is probably just the starting point. While it is not necessarily our role as occupational therapists to deliver the Life Orientation curriculum or guide learners through university applications, moving forward, we can maybe view this space through an occupational competence lens. 

As OT students, we could focus on the skills that sit behind academic success — planning, organization, confidence, decision-making, and adaptability. These are essential skills that enable learners to transition successfully into tertiary education or the workplace. By facilitating discussions, reflection, and skill-building activities with the learners, we could support their ability to manage the demands of new occupational roles as students, employees, or young adults entering the working world. 

SDG 8 advocates for decent work and inclusive economic growth (WHO, 2023). Engagement in meaningful work is closely linked to health, dignity, and social inclusion, making it a significant focus in occupational therapy practice (Pollard et al., 2020). In Mariannridge, there is a substantial gap between completing school and obtaining employment, a gap that is even more pronounced for youth and individuals with disabilities. 

While we are not currently running employment-focused groups, largely because similar projects have been implemented in the past, it does not mean that the goal of supporting work participation has been set aside completely. 

Instead, this goal can still be addressed on a more individual level. Through one-on-one interactions with clients, we are able to explore personal barriers to employment, develop work-related skills, and support individuals in building confidence and readiness for future occupational roles. 

Thus, SDG 8 is not limited to large-scale programs or structured initiatives. It can also be advanced through routine therapeutic interactions that empower individuals to pursue meaningful and sustainable employment. 

SDG 10 calls for reduced inequalities and greater inclusion. Within communities like Mariannridge, inequality is not only visible in income levels or access to services, but also in who is able to participate fully in everyday occupations. 

For individuals with disabilities, these barriers include limited transportation, inaccessible environments, stigma, and reduced educational or employment opportunities which can restrict participation in meaningful activities. Something as simple as inaccessible spaces, negative perceptions about disability, or limited opportunities can prevent individuals from engaging fully in their communities. As occupational therapy students, this reminds us that inclusion is not only about providing services, but about recognising people’s abilities, advocating for accessible environments, and creating opportunities for meaningful participation. 

SDG 17 highlights the importance of partnerships in achieving sustainable development (WHO, 2023). As a student,there is only so much I can do alone. In order to make sustainable changes,  it needs collaboration with the local schools, clinics, community leaders, and organizations. 

Effective partnership requires humility, attentive listening, and the recognition that communities possess inherent knowledge and resilience rather than being passive recipients of development. 

Using this perspective is beneficial as it aligns with current discussions in occupational therapy that emphasize sustainability and collaboration, to promote contextually responsive practice (McAdam & Rose, 2020). 

Ubuntu is transformed from a guiding philosophy into a practical approach. Genuine partnership is characterized by the question, “What can we build together?” 

I think that the SDGs are an important tool as they provide a language for what occupational therapy has always aimed to do: enable meaningful participation in life. They have sharpened my critical reflection and reminded me that clinical work is never separate from social structures. 

My experience in Mariannridge has demonstrated that sustainable development involves recognizing existing strengths and removing barriers to occupation, rather than imposing external solutions. 

REFERENCES:  

McAdam, J. C., & Rose, C. M. (2020). Opinion piece: People need nature to thrive – a case for inclusion of environmental sustainability in occupational therapy practice in rural South Africa. World Federation of Occupational Therapists Bulletin, 76(1), 25–31. https://doi.org/10.1080/14473828.2020.1734307 

Mishra, M., Desul, S., Santos, C.A.G. et al. A bibliometric analysis of sustainable development goals (SDGs): a review of progress, challenges, and opportunities. Environ Dev Sustain 26, 11101–11143 (2024). https://doi.org/10.1007/s10668-023-03225-w 

Pollard, N., Galvaan, R., Hudson, M., Kåhlin, I., Ikiugu, M., Roschnik, S., … Whittaker, B. (2020). Sustainability in occupational therapy practice, education and scholarship. World Federation of Occupational Therapists Bulletin, 76(1), 2–3. https://doi.org/10.1080/14473828.2020.1733756