Introduction
This project will be the first listening project in a generation that listens to the voices of children and young people regarding the impact and their experience of Christian Educational Chaplaincy within an open context.
We will seek to hear how chaplaincy offers spiritual and pastoral care in education and supports and develops students’ spiritual, emotional, and mental health needs. What we hear will inform training, policy, advocacy, the formation of new chaplaincies and national educational chaplaincy standards. It will mean that chaplaincy continues to be evidence informed and can continue to grow.
Purpose
To hear the voices of children and young people on the content and impact of chaplaincy on their lives and thus to
enable:
This is all within the context of a shared vision for a chaplaincy within every secondary school in the UK within the next ten years. We seek to grow chaplaincy to support CYP in their emotional, spiritual and academic development. to offer care amidst the increasing crisis of well-being and mental health, and to respond to the deep and growing spiritual hunger in CYP.
Ethical framework
While there are many benefits to this kind of locally delivered listening project, there are also ethical implications to consider. These include local bias, anonymity, the possibility of coercion, issues of permission and consent, and the power relations between the listener and the participants. Possible efforts to mitigate these risks to ensure a collaborative culture for the project within educational institutions have been included within every stage of the project. We are very grateful for support within the ethical framework for the project.
Permissions and consent
It is important that the senior leadership of each school involved in the project has given their permission for the project to happen. It is also important that each of the CYP involved in focus groups have permission from their parents/carers, using whatever model for permission the school usually uses. Both the school and the CYP should understand the project and the role of the focus group. Any school or CYP can withdraw at any time, without the need for an explanation. It is also recommended that the wider staff and CYP of each school are informed about the project, through a staff meeting and assembly / collective worship.
Listening to children and young people [CYP]
We will listen to CYP using qualitative and quantitative approaches.
Qualitative focus groups
Focus groups of CYP would be asked:
The chaplain will consult with the school on the make up of the focus group. However, we recommend that it is made up of CYP who have some experience of chaplaincy. This certainly does not mean that everyone should be a Christian or a person of faith, or a member of a chaplaincy group. We encourage a diverse focus group, but it would be strange to have to start the group by explaining what chaplaincy is to people who know nothing about it.
None of the CYP who are involved in the focus groups will be identifiable within the final report. The schools involved will be named, likewise the total numbers of CYP. However, if direct quotations are used in the report, they will not be attributed to a particular student and any element which identifies the school will also be edited out, unless explicit permission is granted.
Numbers for the group could range from a minimum of four to a maximum of twelve. We are asking for one group per school, although if you want to run more than one group, or for the same group to meet more than once, we would welcome that. Preparation work with members of the group is acceptable and may well be helpful, as long as it isn’t prejudicial and doesn’t lead to the CYP feeling that they need to say certain things. Please let us know the numbers in your group, the year groups and any other key information, such as faith or belief, or SEND.
The focus groups will need to be facilitated and led by someone who is not the chaplain. This could be another teacher in the school, but would ideally be a local faith leader who is not well-known within the school. This reduces the risk of CYP feeling that they need to give particular responses to questions. The standard questions for each focus group also reduce the risk of bias.
Quantitative tally charts
Through two [normal] weeks numbers of significant encounters with chaplains will be recorded. A significant encounter is one which enables people to take another step or see things differently. The significance of the encounter is not assessed by how long or short it is, but rather because it enables a nest step or change of perspective or direction, however marginal. The numbers of significant encounters will be subdivided to show numbers for:
And for
We have made a conscious decision not to include ‘any other issues’ in this list. We know that there are other issues, but this is a seed-corn study to start the conversation.
Proposed sample
20 secondary schools, with a few informative and comparative primary and FE examples.
Inviting schools to participate via RCC and CofE, FLOURISH, GFF and CCE network.
Reporting back and dissemination
Focus group feedback and qualitative tally charts should be emailed direct to the Chair of CCE, Mike Haslam on mikehaslam@cinw.org.uk by 1st December 2025. If this timeframe isn’t possible, please contact Mike as soon as possible. A Forms link will be circulated to facilitate feedback. The Focus group feedback can come either in the form of notes or an audio recording. If notes are used, please echo the words of CYP as closely as possible.
The project will be written up for.
For MAT CEOs
For Church Leaders
For Media
We also hope to share the project as a Grove Booklet. The project will be shared via a summer 2026 conference and via media.
Time frames
