Chaplaincy in Christian Schools: Towards a Policy Platform for Productive Partnerships

Abstract

<p>Pastoral care or student wellbeing, as it is</p> <p>often referred to, now straddles educational</p> <p>institutions from early childhood centres to</p> <p>university graduate schools.2 Whether in the</p> <p>public, independent or Christian school sector,</p> <p>it appears no longer optional; it is more than <em>de</em></p> <p><em>rigueur</em>, it is integral to the life of effective and</p> <p>caring learning communities in Australia. In the</p> <p>UK, Ron Best has for some years advocated an</p> <p>interesting and widely accepted pastoral care</p> <p>structure that attempts to meet four identifiable</p> <p>types of needs encountered in schools.3 In his</p> <p>proposed “pastoral tasks”, students’ needs are</p> <p>being addressed through <em>casework</em>, where the</p> <p><em>curriculum </em>provides students with knowledge</p> <p>and skills for becoming more resilient, where</p> <p>a strong sense of <em>community </em>rather than</p> <p>punishment focuses on developing responsible</p> <p>behaviour, and where a <em>whole-school approach</em></p> <p>results in achieving planned outcomes. How</p> <p>might chaplaincy fit into such a structure?</p>