Andrea Noel describes a scaffolded, semester-long group project that focuses on the relationship between child psychology and development and selected United Nations Sustainable Development Goals (UNSDGs). In class discussions, readings, and projects, students consider the role of sustainability in child development and how ecological systems theory allows a fuller understanding of the variables that impact children’s well-being. Noel reports that this transformative learning experience developed many sustainability competencies in futures thinking, problem solving, and systems thinking. As a capstone to the semester-long project, students brainstormed (and implemented, if possible) civic action plans designed to support change. Self-selected student groups successfully investigated areas of child health, development, and learning such as the impact of agricultural chemicals, air or water pollution, food insecurity, and childhood obesity. They assessed access to universal pre-kindergarten education, support for immigrant children, the state of children’s mental health, and gun safety policies. Noel’s informal survey data indicates that while some students conceptualized original solutions, many students were challenged to understand options for change, yet they developed skills to critically examine literature, draw scientific conclusions, and brainstorm possible solutions.