Susan Crothers-Robertson School Chaplain
Research on PRAYER SPACES in Schools 2009). Prayer Space, which is welcoming and invitational, could be such a space. Students of all faiths, or those still exploring, are invited to enter the space, reflect and, if the student chooses, to open themselves to the Divine or the sacred (Stern & Shillitoe 2018). The literature points to creating a space that is welcoming and inclusive of all faiths and those still exploring — a place that is safe and inviting where students can explore their faith and spirituality. The History of Prayer Spaces in Schools
What is a Prayer Space? A Prayer Space is usually a temporary pop-up space that can be created on a small scale such as a classroom, or
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Prayer Spaces in Schools was developed in England more than ten years ago by a Christian organisation called 24-7 (Prayer Spaces in Schools n.d.; Stern & Shillitoe 2018). Prayer Spaces in Schools was developed to be inclusive and welcoming of all students, no
matter what their belief system (Stern & Shillitoe 2018). The director of Prayer Spaces in Schools, who is part of the 24-7 organisation, is Phil Togwell (Stern & Shillitoe 2018). 24-7 is a non-denominational Christian group, meaning they do not follow any one Christian denomination (24-7 n.d.). Perhaps being non-denominational influenced the concept being embraced by other Christian denominations (Togwell 2017). Prayer Spaces are created to be inclusive, welcoming those students who have faith whether that be Christian, another faith tradition and those still exploring (Stern & Shillitoe 2019).
SUNATA
This article is part of an investigation into Prayer Spaces in Schools. Prayer Spaces in Schools is a relatively new phenomenon with only two published studies (Stern & Shillitoe 2018; Stern & Shillitoe 2019). Prayer Spaces in Schools are ecumenical, which means that students of all faiths and those who are still searching are welcome (Stern & Shillitoe 2018). While commenting on changes within Christian chapels in prisons and hospital settings, Gilliat-Ray’s (2005, p. 288) research supported the concept of providing space to welcome people of ‘all faiths, or none’. This resonates with the theory of welcome and inclusiveness that Stern and Shillitoe’s (2018) evaluation revealed about Prayer Spaces. One scholar pointed out that when schools are open and welcoming, there is a sense of the sacred in that place (Parker
