A CLOSER relationship between churches and first schools leads to greater spiritual development in children, research commissioned by the Growing Faith Foundation and carried out in Guildford diocese last yr suggests.
Two surveys were conducted for the research: the primary of “school leadership” — i.e. head teachers, senior leaders — in 28 church primary schools within the diocese (34 per cent of all church primary schools within the diocese); and the second of groups of kids from 25 schools (30 per cent of the diocesan total).
The research sought to assemble parish experiences with the aim of identifying examples of excellent practice and successful models of relationship between churches and schools where this had led to a rise in church attendance on Sundays. The survey identified 11 parishes wherein the connection was working particularly well. Representatives from these schools and associated churches formed focus groups to further the research.
The positive effect on children of spending time in church buildings was one finding: “Providing children with time, space and encouragement to be quiet, to reflect and to wish, helps them to feel near God.” Children were also found to understand quiet spaces at school.
The focus groups found that children placed a high value on prayers that they’d written themselves. “Finding ways to bring their words into the church and to God may be very powerful,” the report says
It assigns value, for instance, to moving school prayer-trees to a church service once a term, and for framing joint initiatives, akin to raising money for a charity or caring for the environment, as spiritual acts.
Top of the list of the report’s recommendations for churches is to “Give time to cultivating relationship with the local school leader or leaders, and be as involved as possible within the lifetime of the local school. Talk with the varsity, ask where the church may help, and think creatively around what will be offered.”
On the colleges’ part, the report says: “Governors should value the great relationship between the church and the varsity leader and encourage and release the pinnacle teacher to speculate time on this.”
Collective worship that’s welcoming and inclusive, and that provides children a protected space to think deeply and “to grow and challenge themselves in recent ways”, is probably the most effective way of deepening the connection, the research suggests.
“It also helps spiritual development since it encourages the kids to think otherwise and do something recent somewhat than change the best way they behave or act.”
In just about all (92 per cent) of the colleges surveyed, all or most of the kids reported that they were made to feel welcome and included in collective worship. One respondent said: “Because then, if someone doesn’t be kind to you [sic], you would possibly not feel near God any more but after they are respecting you, you’re feeling you’re closer to God.”
The Bible Society’s storytelling initiative Open the Book elicited praise from each churches and schools. When asked how people from the local church helped them to feel closer to God, most kids talked about hearing Bible stories. One child said: “They [visiting church people] tell stories from their very own life which helps you make connections.”
Top of the activities rated by schools as contributing most to the spiritual development of kids are school services held on the church (96 per cent of all the colleges surveyed rated this highly). Open the Book follows at 91 per cent; assemblies and collective worship, 85 per cent; lunch or after-school clubs, 80 per cent; prayer or reflection spaces, 67 per cent; school visits to the church to fulfil the curriculum, 65 per cent; pause days, 60 per cent; and mentoring programmes, 50 per cent — the identical proportion as churchpeople supporting children to guide collective worship.
The report also encourages schools to be generous in enabling and welcoming other churches, denominations, and Christian organisations to be involved in worship. It recommends engaging with staff in addition to with children, and on the lookout for ways wherein relationships with the varsity community will be prolonged to incorporate parents or carers and households.
The research was conducted by Emma Coy, a mission enabler for kids and families, and Jane Whittington, a schools officer, of Guildford diocese. The surveys also raised questions for consideration at diocesan and national level, including the degrees of support and training for ordinands and clergy who were searching for to interact with schools within the beneficial ways.
