Evaluation of the National School Chaplaincy Program

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Summary

In 2022 the Australian Government commissioned a further review into the National School Chaplaincy Program (NSCP). It received around 12,000 responses and submissions from interested parties including teachers, school principals, parents, education officials, school wellbeing staff, chaplaincy providers, mental health professionals and students. It also accepted responses from members of the community.

Interestingly, the report stated that, “Non-school based stakeholders had the most polarised views relating to the program, and school-based stakeholders generally provided more balanced and aligned views.” In other words, those who had direct involvement with the work of chaplains were best placed to provide balanced and accurate feedback.

Furthermore, the report concluded that those who were opposed to chaplaincy based this on “the role’s religious affiliations rather than their effectiveness in practice”, and that “opposition to the role of Chaplains was generally based on an ideological view or belief rather than direct experience with the program or an understanding of its effectiveness.”

“We find those who oppose Chaplaincy generally do so from a purely ideological perspective – and usually from a ‘closed secularism’ perspective, not based on the actual practice or experience of Chaplaincy in the school yard, and unsupported by evidence of actual practice” – NSCA

Key findings include:
  • Chaplains play a valuable role in supporting student wellbeing and school communities. Chaplains provide a wide range of different services to a diverse range of students, including:
    • Direct support for students: For example, structured programs delivered to students (such as breakfast clubs) and informal support provided to students (such as checking in with students during lunchtime).
    • Indirect support for students and direct support for the school community: For example, supporting teachers and other school staff and providing support to parents and families.
    • Support for the community more broadly, which contributes to student wellbeing on a macro scale: For example, promoting social connection and cohesion through attending and promoting community events and programs.
  • Chaplains simply ‘being present’ is critical because they can:
    • Create a more safe and supportive school environment.
    • Identify and respond to wellbeing issues early (for example, identifying behavioural or social issues and helping students with strategies).
    • Empower students by providing them with encouragement, advice and strategies.
    • Build relationships with students and provide a stable, consistent adult figure or role model.
    • Be available for students, acting as an approachable ‘go-to’ person that is viewed as separate from other school staff.
  • The flexible and generalised nature of the Chaplain role provides benefits because it:
    • Allows a holistic approach to wellbeing.
    • Chaplains can identify and respond to all wellbeing needs: mental, physical, social, spiritual, intellectual, economic and environmental. For example, providing one student with breakfast before school and connecting another student with a mental health practitioner.
    • Several stakeholders, particularly school principals, identified the flexibility of the program as a key strength.
    • School-based stakeholders, particularly teachers and other student wellbeing staff, expressed the value of Chaplains being available to support them.
    • The NSCP is particularly valuable in support of students with general wellbeing challenges, unstable home environments and/or behavioural difficulties.

    “Chaplains are vital in child protection as they are a trusted person in the school community and children often confide in them.” – Teacher, NSW

    • Chaplains alleviate pressure on other school staff, including other wellbeing staff.
      • The general and adaptable nature of the Chaplain role means they often play a role in relieving pressure on other school staff. For example, supporting teachers in the classroom or helping other wellbeing staff to focus on students with more complex needs.
    • Many ‘stakeholders’ are strongly supportive of the program because of the idea that Chaplains can provide spiritual support.
      • Stakeholder responses indicate that some community members consider this important for supporting student wellbeing.
      • This was also identified as being a key part of what makes this program unique.

      • “Secular versions, in my experience, do not seem to be as successful.” – Principal, Qld

      “Many students need to be introduced to the role of Chaplains in order to identify their need for spiritual counselling.” – Community member, WA

      • Aside from the religious affiliation of Chaplains, there are other characteristics that make this professional group well suited to supporting student wellbeing.
        • Most Chaplains are generally well connected within their communities, which provides several benefits, such as enabling Chaplains to connect students and families with relevant services and supports.
      • The school and NSCP program benefits from the support and backing of churches and community organisations.
        • In some instances, churches are providing additional funding to supplement the program and extend the Chaplain’s funded hours in schools.
        • The Chaplain’s relationship with local churches also means they can source volunteers to support with wellbeing activities within the school such as breakfast clubs.

        • “[Chaplains provide] different experiences using networks outside the usual school channels, [this] proves engaging and positive for the whole school community.” – Principal, NSW

        “Chaplains serve a role that others cannot do… [they] know how to refer people to other supports. Chaplains have great support networks and links in their local community. Chaplains are also affordable.” – Principal, WA

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