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Further implications
It needs to be noted that in terms of the functions designated for them, school chaplains appear to have provided an effective service.
The following observations are taken from an evaluation of the school chaplaincy program conducted in 2009 by Dr Philip Hughes of Edith Cowan University and Professor Margaret Sims of the University of New England.
NOTE re potential bias: the following research was commissioned by the National School Chaplaincy Association.
The full text of this evaluation can be accessed at http://schoolchaplaincy.org.au/files/2012/09/chaplaincyeffectiveness.pdf
‘The Chaplains and Their Work
A high proportion of chaplains are male (41%) compared with teachers (26%) and health and welfare support workers (29%). Many chaplains are young with 28 per cent being under 30 years of age and only 23 per cent 50 years of age or older. Many bring to the job experience in youth or children’s work or church associated work. Twenty-one per cent have been teachers and 15 per cent are professionally trained counsellors.
The major part of the work of chaplains is pastoral care of students. Much of this takes place in personal interactions with students, sometimes in casual contexts such as in the playground, but sometimes in a more structured way in the chaplain’s office.
In terms of the division of time, the average proportion of time for all chaplains is as follows.
30% informal or structured pastoral care of students;
19% classroom activities and needs-based programs, for example behaviour management;
7% informal school activities such as breakfast programs;
9% the pastoral care of families and staff;
8% school events, camps and crises;
8% with welfare staff and connecting with agencies in the referral of students;
% networking and fund-raising; and
11% professional development, administrative work and miscellaneous activities.
In the past year,
82% had run needs-based programs such as handling grief or behaviour management;
79% of chaplains said they had made off-site visits to parents and care-givers;
73% had led in school events or special ceremonies; and
49% had participated in school camps…
Chaplains deal with a wide range of issues, but most frequently with behaviour management and social relationship issues such as anger, peer relationships, loneliness and bullying. Family relationship issues are also commonly discussed with chaplains. A second group of issues has to do with the development of the self: sense of purpose, self-esteem, and mental health. A third group of issues is the involvement of students in the community: issues of social inclusion and racism. In many places, chaplains work to integrate Aboriginal students and immigrant groups into the school community. Many chaplains are involved in the support of students “at risk”…
Overall, it was found that chaplains had undertaken the activities expected of them in terms of contributing to the provision of pastoral care very effectively. They had provided guidance on human relationships and provided support for students and staff in cases of bereavement, family breakdown and other crisis and loss situations. Their contribution was widely appreciated. Chaplains had also provided support for students in exploring their spirituality and had provided guidance on religious, values and ethical matters (although the extent to which this had occurred varied somewhat depending on the extent to which some support and guidance was requested).’
The evaluation did not address the question of whether secular provision of these services would have been more effective. This makes it very difficult to make a definitive judgement about the appropriateness of federal funding of the National School Chaplaincy Program. If it were demonstrated that greater benefits could be achieved through secular provision then the current funding arrangements would have to be judged inappropriate.