Are some areas of schoolswork more attractive, and easier to respond to than others? Youth For Christ’s Nigel Roberts explores the missing links in Christian schools work, and suggests ways that we can innovatively engage with these areas if we are to have a greater impact in schools.

When the trustees of a schools work charity write their vision statement, where does their inspiration come from? It’s probably a mix of prayer, consultation and personal preferences coupled with a pragmatic acknowledgement of the limitations and skills of the charity’s workers and resources. Any decision made will inevitably leave gaps in provision. But why is it that across the country these gaps are so consistent? Why is it that schools work appears to be in retreat?

Few workers opt for post 16s, or work with children with special educational needs (SEN) or on transition. It would seem that for the vast majority of workers the main emphasis is Key Stage 3 -11-14s. There may be good reasons for this, but I imagine that if Jesus were a schools worker he would look further. Check out Jesus’ trip to Jericho. At the end of Luke 18 Jesus meets Bartimaus. He seeks out and listens to the one person no one else ever heard. On entering Jericho in chapter 19 he seems to be actively scanning the trees to find Zaccheus. He invites himself round to be with the one person no one else wanted to be seen with. It’s a pattern of ministry repeated throughout scripture. Jesus actively sought out those that weren’t at the centre of things. He left no gaps in his ministry.

Wherever we look we will find gaps. But we cannot leave them unfilled. Whether we seek out new partners or train new workers; whether we take on the challenge ourselves or whether we discern those called into this ministry, we must expand our boundaries and reach young people with needs in all areas and at all levels of education.

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Transition Work

The transition from primary to secondary school has been identified as one of the most stressful and formative events in the life of a young person. A recent government report identified best practice from a survey of thousands of children and teachers. One of the most significant findings was that a bridge was needed between the two worlds. For some children this could be a specially appointed teacher but for others it was a youth worker who acted as advocate and friend in the new place.

Without such bridges poor transition can lead to low self-esteem, withdrawal from school and family, anti-social behaviour, self harm and bullying. Here we have a clear gap, which calls out for youth work intervention.

Transition work was something that Bristol-based youth workers Zoe Williams and Suzie Gardener ‘randomly stumbled’ into. Zoe worked as an LSA at her local primary school charged with helping a cohort of Year 6 with their SATs revision. The following year on a youth work course she was placed in the local secondary school where she soon bumped into familiar faces. This accidental beginning fuelled an interest in transition work. ‘As a result of those four months, 65 kids trusted me. It was an amazing thing for the secondary school. That relationship I’d built up with the Year 7s really helped get them over their unsteadiness.’

Zoe and Suzie are familiar faces around the local secondary school but have also built up great relationships on the primary side of the fence.

Special Education Needs (SEN)

I find it interesting, but not surprising that students with SEN struggle with transition. The problem is made worse by the lack of youth work input to special needs schools or special needs groups within the main stream. The aim of most of these schools is to increase inclusion and integration. It is vital for their young people to find acceptance in the wider world. Input from schools workers is a keystone in achieving this. Having a daughter who is special needs and who suffered from a total lack of interest at the hands of schools workers has made this an area of personal interest to the extent that I now regularly work in an SEN school myself and have discovered what a difference a youth worker can make. Charly Cooke is a student studying for the schools degree with CYM. Her alternative placement took her to a special needs school:

‘The two weeks that I spent working there were amazing. One boy that I worked with suffered with an illness called Fragile X. I spent most afternoons working one to one with him, learning simple number equations, yet adapting them to his needs, for example one afternoon we did counting in the sand pit where he made me ‘cakes’, reading the same book over and over again in the quiet room and chasing around the playground while he shouted ‘Get Me! Get Me!’ Even through the outbursts and hair pulling, it was such a blessing to work with him and see him smiling and happy and excited about learning.

This type of learning and interaction is so different to what I'm used to in other schools, the children are given the freedom to learn in their individual way, they are not made to ‘fit in’ with the learning. Each morning when I woke up, I just couldn’t wait to get back there. Now because of this awesome experience, I have decided to train as a teacher, specialising in SEN.’

Further Education

So what of our final gap? Working with post 16s. There are a number of organisations who still specialise in this area such as Damaris and Dare2Engage. But we are no longer talking about just sixth form. There is a large group of young people now in Further Education for whom contact with a youth worker is but a dream. The Anglican Church works hard in FE to nurture chaplaincies and these are evolving as they seek to partner with organisations such as Youth for Christ. But there is a need for more specialist training. Tim Maycock and Lauren Fox work in Stehensons college in Coalville and would argue that the need for workers is urgent. ‘For almost three years a student at the college was praying for some form of Christian activity. God heard her prayers and we were eventually put in touch. We approached the College, proposing a lunchtime discussion group. God went before us and opened doors for us in an amazing way. The College boasts a large open-plan concourse, called the ‘Street’, which intersects with every part of the College. We would walk the length of this concourse each week to the room we had booked, passing many students. We realised we needed to be ‘out there’ instead of in the safety of our private room.

So we embarked on our first activity in the ‘Street’. Students were enticed with sweets to come and ‘Ask a Christian Anything!’ We had some great conversations, sharing the truth about Jesus, meeting students where they were. We realised we were on to something.

We have developed this model and now go into the College on a weekly basis, supplementing the Enrichment programme and encouraging learners to explore issues of faith and spirituality as well as important social issues. We produce display boards to promote discussion and interaction on the week’s chosen topic. We have become regulars in the ‘Street’, with students now seeking us out to share what is going on in their lives. We meet 100+ students each week.

Student Services Manager, Lynette Parker, says, ‘Through an excellent working relationship and collaboration, Heartland YFC have enhanced Stephenson College’s enrichment/every child matters programme. Their presence in our “Street” together with attractive displays on a variety of topics challenges and questions our learners’ beliefs and values.’

Festive aims to highlight and resource this gap in student ministry, helping Churches and Schools Trusts think about how they can support their local 16-19s. Though challenging, they have been encouraged by God’s power to open doors. Claire Povey who works with Festive says:

‘Sixteen to nineteen year olds are an age group that Churches often battle to hang onto. The pressures facing young people inside and outside the classroom are tough. Sixth Form and College can be a hard place to keep walking as a believer alongside so many peers and staff who have no idea about the things of God. Still, most teenagers long for security, acceptance, purpose and a love that is not based on conditions. It is so important to serve these students and exciting when you do’.

Ask Yourself:

Is there an age-group or area of schools work that is most natural and comfortable to you? What gaps are there in the Christian input to schools in your area? What causes these gaps? How can these be addressed?

Useful links:

Festive: www.festive.org.uk Dare2Engage: www.dare2engage.org Breathe: www.breatheresource.org.uk Damaris: www.damaris.co.uk

Nigel Roberts is Youth For Christ’s Schools Resource Manager.