As we look ahead to the Class of 2040, we must ask ourselves, “What long-term achievements require long-term planning?”
The Class of 2040 is already in our schools, their futures unfolding. As educators, we have a profound responsibility to ensure that all our young learners can flourish. This mission requires more than simply educating; it demands a commitment to “Flourishing for All,” a vision where every child experiences life in all its fullness. As John 10:10 promises, “I have come that they may have life, and have it to the full.”
Life is filled with routines: the sun rises and sets, laundry is done, and meals are prepared. These actions happen without much thought, are largely predictable, and are beyond our direct control. Now, contrast these routine moves with the intentional actions required to cultivate flourishing. Flourishing requires intentionality. We must ask ourselves, What are we actively doing to foster an environment where every child can flourish and have life in all its fullness?
Identifying barriers to flourishing
“If one part suffers, every part suffers with it” (1 Corinthians 12:26). This verse reminds us that our community’s well-being is interconnected—but who in our community might not be experiencing this fullness? Historically, people of certain demographics have held power and privilege while others haven’t. Sylvia Duckworth’s Wheel of Power and Privilege helps us identify those who may be marginalised due to unhelpful stereotypes.
[Show Wheel of Power and Privilege]In How To Be an Antiracist, Ibram Kendi (2019) defines stereotypes as oversimplified beliefs about a group of people who do not reflect their reality. Those on the margins often face systemic barriers due to factors such as race, gender, socioeconomic status, and ability. These barriers exist throughout society and most certainly in schools, even Christian schools.
We are the change we seek
Once we recognize barriers, they need to be addressed. Change will not happen passively. As educators, we must be catalysts for positive transformation. As former President Barack Obama eloquently stated, “We are the ones we’ve been waiting for. We are the change that we seek.”
As Christian schools, we must lead change when it comes to inclusive flourishing. Below are three examples of how children and young adults in UK church schools are leading the way.
School 1: An ethnically diverse church school recognized that its lunch menu catered primarily to the dominant white heritage group. The result was that students who were marginalized struggled to eat lunch at school. Recognizing the need for greater inclusivity, the school leadership team, class teachers, and students worked collaboratively with the ethnically diverse community of their school to create a diverse cookbook and a world food timetable, fostering inclusion and belonging. Celebrating the diverse culinary traditions within its community, this school fostered a stronger sense of belonging and respect for all students.
School 2: Students in Sixth form (Years 12 and 13) identified that the English curriculum alienated some students from seeing themselves reflected positively in their studies. In response to a Eurocentric curriculum, the sixth formers petitioned for greater diversity in their English studies. Their efforts led to the inclusion of texts by diverse authors, enriching the learning experience and improving student engagement. This act of inclusivity and belonging also led to improved academic performance.
If one part suffers, every part suffers with it; if one part is honored, every part rejoices with it.
1 Corinthians 12:26
School 3: Committed to equity and inclusion, this school established a robust program to amplify the voices of the underserved/equity-deserving children and young people, ensuring that their needs are met in the spirit of equity and flourishing. This approach ensures that the needs and perspectives of all students are considered, and those with privilege walk alongside those marginalised rather than “doing to” them—a key value for being culturally humble.
Children and young people worldwide are stepping up as agents of change in their communities, ensuring that everyone experiences life in its fullness. It has been my privilege to highlight these remarkable stories from church schools across the UK. The examples above demonstrate the power of small, intentional actions. Just as “little drops of water, little drops of sands, make the mighty ocean and a splendid land,” the collective efforts of educators, students, and communities can create a more just and equitable world where all children can flourish.
The Class of 2040 deserves an education that allows them to reach their full potential. By embracing a commitment to “Flourishing for All,” actively dismantling systems of oppression, and empowering students to be agents of change, we can create a world where every child can experience life in all its fullness (John 10:10).
