Research on Prayer Spaces in Schools

Susan Crothers-Robertson

School Chaplain

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 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

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).

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 SUNATA 5

a larger scale, such as a school chapel, church, cathedral or hall (Stern & Shillitoe 2019). It is created to be an inviting, colourful and interactive space (Stern & Shillitoe 2019). A Prayer Space is created in such a way that students feel encouraged or inspired to be creative, to pray, or reflect and deepen or explore their faith (Stern & Shillitoe 2019). Within the Prayer Space, there is a variety of stations each with a different theme. Each station has a script which invites the student to be reflective, mindful or pray. For example, the Prayer Wall station has a script instructing the student what to do while in the station. The students use ordinary objects such as post-it notes and felt pens to write their response on a post-it note and stick it on the Prayer Wall (Stern & Shillitoe 2018). A Prayer Space, although temporary, usually stays open anywhere from a few hours to a few weeks.

Prayer and Prayer Spaces in Schools

When investigating Prayer Spaces in Schools, an area that needs further investigation, as Stern and Shillitoe (2018) suggested, is understanding prayer. While there has been extensive literature about prayer, there seems to be little written about prayer in the school context (Muszkat-Barkan 2015). The key areas surrounding prayer that will be considered are: prayer, prayer education, the benefit of prayer and spirituality.

Prayer

As the name suggests, prayer is an integral part of Prayer Spaces in Schools. On a basic level, prayer is about communication with God, whether that be talking or listening to God (Fox et al. 2017; Mountain 2005). Prayer can address several things within the person’s life, such as letting go of worries, asking for needs to be met, and coming to a deeper understanding of God and self. Prayer is also about letting go of the things that can distract one's attention and centering on God (Natis 2017). There are as many things to pray about as there are ways to pray (Fox et al. 2017, Maier-Lorentz 2004). However, Prayer Spaces have the potential to reveal to students that prayer is not just about the spoken word; students are encouraged to pray and reflect through silence, through listening to music, and through handson practical ways (Stern & Shillitoe 2019). For many who have not had the experience of prayer, it can be a difficult concept to understand (Muszkat-Barkan 2015). Prayer Spaces in Schools was created to enable students to learn that they can pray and reflect in many different and practical ways.

Prayer Education

While acknowledging Sigel’s (2016) research is derived from a Jewish context, the findings suggest that students can benefit from prayer. The main argument is that when prayer is taught formally, it can make a positive difference in the way students approach prayer (Sigel 2016). In a school context, the religious education class could be a natural forum to educate students about prayer (Mountain 2005). Moreover, religious education teachers could create a space where students feel comfortable to explore and talk about the meaning of prayer (Jackson & Everington 2017). For many students, talking about prayer would be a foreign concept, particularly if they have not experienced prayer or do not have a belief in God (MuszkatBarkan 2015). Prayer education — to teach students to pray — has the potential to move the student from the head and logical thinking to the heart, enabling the student to reflect on their feelings and beliefs (MuszkatBarkan 2015).

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Spirituality

While a thorough investigation into Prayer Spaces in Schools was carried out by Stern and Shillitoe (2018), there is very little about the spiritual benefit of a Prayer Space in a school setting. Literature has suggested that creating a ‘relational’ or sacred space for children is important as it allows the student to explore their spirituality on a deeper level (Bone 2008). However, when talking about spirituality, scholars have stated that spirituality is difficult to define and at times ambiguous (Fox et al. 2017; Francis et al. 2018). It appears that spirituality has many different meanings, with individuals interpreting spirituality in their own way.

Prayer and Wellbeing

Prayer Space is about setting aside time for the students to retreat from the world. In recent times, research has supported the positive effect that prayer has on a person’s well-being (Labarbera & Hetzel 2016). The research argues that prayer does make a difference in people’s lives. Studies have found that prayer is essential because it can improve resilience. In their study, Francis et al. (2018) go so far as to say that prayer can be a predictor of ‘spiritual wellbeing’. Francis et al. (2018, p. 32) refer to the ‘Fisher model of spiritual wellbeing’. This model talks about four aspects of spirituality — ‘self, the other, the

environment and transcendent other’ — a formula which could be used when working with prayer and wellbeing. This four-part formula is also referred to by Buchanan (2010), whose research supports the experience. In the quietness of the Prayer Space, students can write their reflections and prayers. When the student enters fully into Prayer Space to pray and reflect, there is a calmness that can sustain them in challenging times. As research indicates that prayer supports a students’ spiritual wellbeing, it follows that Prayer Spaces can become central to the life of the school. Prayer Space is a place where students can reflect and think about themselves, the other, the world and the Divine (Prayer Spaces in Schools 2018). Teachers have an opportunity to use the Prayer Space to work with students on a deeper, more spiritual level, where students can feel safe to explore and be creative. With the many stresses and strains and anxiety on the rise within students, it is vital that student’s wellbeing be a focus (de Souza & Halafoff 2018). Within a Christian school, this can take the form of spiritual wellbeing. Prayer Space is one such location that teachers can encourage this exploration to take place.

The Emergence of Prayer Spaces in Australia

Since the inception in England of Prayer Spaces in Schools, the concept has grown and progressed to a worldwide movement with more than 34 countries around the world holding Prayer Spaces (Togwell 2017). In 2017, the director of Prayer Spaces in Schools, Phil Togwell, was invited to present at conferences in Brisbane, Melbourne, Adelaide, Canberra and Sydney. The conferences created a national interest in the Prayer Spaces in Schools. This growth has been made evident in several ways. An Australian Facebook Prayer Space site was established following the conference (Prayer Spaces in Schools Australia 2019). This allowed teachers of religious education, priests and school chaplains to share their experiences and stories on social media about the Prayer Spaces they have created (Prayer Spaces in Schools Australia 2019). The posts on the Australian Prayer Spaces in Schools site reveals that Prayer Spaces in Schools has been embraced by many different Christian denominations within Australia (Prayer Spaces in Schools Australia 2018, May 14; Prayer Spaces in Schools Australia 2018, May 31; Prayer Spaces in Schools Australia 2018, Nov 25). Another indicator of the growth was that the chaplain who brought Prayer Spaces in Schools to Australia has been invited to support other schools from all over Australia. This chaplain has also presented workshops for Catholic Education, Melbourne, revealing an interest in Prayer Spaces by other denominations (Catholic Education Melbourne). SUNATA 7

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Expansions into Anglican Schools in Brisbane through the School Chaplain

Anglican school chaplains play an integral role in the life of the Anglican school, including upholding the Christian faith (Edwards 2014). Chaplains within Anglican schools are usually an ordained priest licensed by the Bishop (Edwards 2014). Edwards (2014, p. 75) believes that the ‘presence of the chaplain is another overt indicator of an Anglican religious identity in an independent school’. Some of the expectations of chaplains within Anglican schools include supporting or leading religious education, leading prayer in a variety of settings, including assemblies and formal occasions, creating worship services, being part of the leadership team and offering pastoral care (Pohlmann 2013; Caperon 2015). The role of chaplain includes creating liturgies, teaching, supporting and resourcing religious education teachers and staff (Pohlmann 2013; Caperon 2015). Through chaplains sharing their stories about the Prayer Spaces they have held in their Brisbane Anglican schools, it appears that they are taking responsibility for creating and resourcing the Prayer Space (Prayer Spaces in Schools, Australia May 2018). While the chaplain creates and resources the Prayer Space, the religious education teachers lead the students into the Prayer Space.

Conclusion

In summary, there is growth of Prayer Spaces in Schools around the world and within Australia. Through my experience of presenting workshops with Phil Togwell in Brisbane and Melbourne, then being invited to present two workshops for Catholic Education, Religious Education conference in Melbourne in 2018, and the contact by those who would like to create their own Prayer Space, one can say that Prayer Spaces in Schools has been embraced by many different denominations within Australia. The growth has revealed a need for more research, particularly when looking at how Prayer Spaces in Schools has expanded within Australia, and students’ wellbeing through prayer and reflection.

References

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