The lesson schools can’t afford to forget

The start of a new academic year is always a moment of anticipation for pupils and students alike—new uniforms, books, friends, and the promise of another chance to learn and grow. But education today looks and feels more complicated than ever.

Artificial intelligence (AI) is reshaping learning; social media dominates teenage life; and violence within schools too often makes the headlines.

Against this backdrop, Fr David Khan, recently appointed Vicar for Education, and Chief Executive Officer of the Catholic Education Board of Management, has issued a timely reminder to Catholic educators: “Love God’s children.”

In his letter to educators issued August 18, Fr Khan recalls the parable of the barren fig tree, reminding us that children “are planted by the Father in the garden of our care. Their growth is neither automatic nor incidental. It demands patient tending, persistent hope, and the unwavering love of those who serve in the vineyard of education.”

No matter how modern the tools or pressing the crises, the vocation of education is ultimately about love and care for each child.

That vision contrasts sharply with the realities facing our primary schools. Too many operate in deteriorating buildings awaiting repairs that have dragged on for years. Leaky roofs, malfunctioning toilets, and broken furniture are not rare inconveniences but daily obstacles.

Teacher shortages worsen the problem, as vacancies go unfilled while experienced staff reach retirement age. Meanwhile, computer labs remain locked, internet access is unreliable, and equipment quickly breaks down.

These failures reflect systemic neglect, leaving teachers improvising while students are told they are “preparing for a digital future”.

Fr Khan’s insistence that “each child must be placed at the centre of every policy, plan, and program” highlights what is at stake. A child in a rural school with broken infrastructure is no less deserving than one in a well-maintained urban classroom. To love God’s children means ensuring equitable access to teachers, resources, and safe spaces.

Secondary schools

The challenges in secondary schools seem even more urgent. Alongside equipment shortfalls, student violence has become a defining crisis. Teachers and principals contend with fights and bullying. Counselling services are scarce, and educators are left to manage social breakdowns without support. Regarding security, the government plans to deal with school violence by assigning police to high-risk schools (see page 4).

But systemic failures cannot be ignored. Schools cannot form “joyful missionary disciples,” as Fr Khan envisions, if fear and disorder rule the day.

Then comes the double-edged sword of AI. Students already use AI to write essays and solve assignments, often bypassing the process of learning itself.

Education Minister Dr Michael Dowlath confirmed in June that 18,000 laptops will be distributed to all Form One students, regardless of their parents’ income level.

But while having a laptop is a plus, they cannot teach integrity, resilience, or compassion.

Fr Khan also turns the mirror on families: “Your home is the first school, your witness the first lesson, your love the first truth.” In an era when too many children are raised by screens, this is a sobering call. Parents cannot expect schools alone to carry the burden. Education is a shared mission that begins at home and extends into the classroom.

Fr Khan’s letter reminds us that even amid broken systems, education must be rooted in love: for the child in the overcrowded classroom, for the teenager tempted by violence, and for the families struggling to keep faith in the system.

As the new academic year unfolds, the challenge is clear. Reform must be paired with personal vocation. To truly love God’s children, as Fr Khan exhorts, is to ensure they are safe, supported, and formed in truth.