In today’s rapidly shifting educational landscape, schools face numerous challenges, such as increased anxiety, diminishing respect for teachers, and the devaluation of schools. Amid these challenges, Christian schools are called to embody hospitality in meaningful and transformative ways. One of the clearest expressions of this hospitality is how a school supports students with varying learning needs. Christ-centered schools should strive to reflect God’s heart by embracing and uplifting all students, particularly those who may be seen as the “least of these” (Matthew 25:40).
“Hospitable schools celebrate the gifts and talents of their community members and prioritize flourishing of all students within their walls” (Leading Insights: Special Education and Inclusion, 2021, 40).
As Christ-centered schools battle current challenges and work to meet varying student needs, a flourishing culture requires a biblical perspective of aligning student needs and teacher talents. The traditional process of labeling and qualifying students for special education often delays the assistance they truly need. In some cases, the process stigmatizes students, leading to barriers that prevent meaningful learning interventions. However, when schools blur the lines between general and special education, they foster a culture where the gifts and talents of all teachers and students are celebrated. In this way, a flourishing, Christ-centered culture takes root.
Elevating the Gifts and Talents of All Teachers
I recall my first teaching job vividly. One of my students had a hearing impairment and required only a few accommodations to succeed in the classroom. Unfortunately, I was told I could not provide support, as my license didn’t cover students who were “deaf and hard of hearing.” There was no teacher in the entire district with that particular license, yet the barriers prevented me from providing the basic accommodations this student needed.
This experience left a deep impression on me, shaping my understanding of what special education should be. Fast forward ten years, and I found myself in a nonpublic school, trying to meet the diverse needs of students, including those in special education, English language learners, and students with disabilities. I quickly realized that many of these students, regardless of their eligibility labels, needed similar interventions and accommodations.
Instead of rigidly segregating students by their special education eligibility status, we began providing support based on need. For instance, if a student with a learning disability and an English language learner both needed the same reading intervention, we assigned the teacher most qualified in that intervention to support both students. This not only streamlined support services but also honored the talents of our teachers, who bring a variety of skills and expertise to the table.
The Bible teaches that we are all part of one body, and each member is essential (1 Corinthians 12:12-27). By embracing this biblical truth, special education teachers, general education teachers, and other staff members all played crucial roles in supporting students. When we remove labels and view students and teachers through the lens of God’s design, we create a space where each person’s gifts are elevated. In doing so, we extend hospitality and reflect the image of God in every individual, fostering a spirit of generosity in education.
Meeting the Needs of All Students
As our school culture evolved, we established a resource department focused not on student labels, but on learning needs. This shift enabled us to meet the needs of all students, whether or not they had a formal special education label. Students receive support based on the gaps identified in their learning rather than whether they qualify for a specific plan. For example, some students may see a special education teacher for reading instruction, while others might do so to address a skill gap identified by their classroom teacher.
By blurring the lines between services and labels, we unlocked access to much-needed support for every student. This approach reflects a core belief: the general education teacher is the content expert, while the special education teacher is the learning expert. The Bible teaches the importance of collaboration and unity, as seen in Ecclesiastes 4:9, where we read, “Two are better than one because they have a good return for their toil.” Utilizing individuals’ giftings certainly gives a school a good return for their toil!
When teachers collaborate, students experience a more robust and supportive educational experience. By combining the expertise of both content and learning specialists, students gain a richer, more holistic learning experience.
Celebrating a Flourishing Culture Grounded in Christ
Some may categorize this approach as a “multi-tiered system of supports” (MTSS), and while the label may fit, the essence of our approach goes beyond educational jargon. In a Christ-centered school, our culture of collaboration and support is deeply rooted in the truth that each student is made in the image of God (Genesis 1:27). This foundational belief shapes how we view our students—not as “special education students” or “English language learners” but as image-bearers with divine potential.
In Matthew 5:14, Jesus calls His followers the “light of the world.” When we see our students as potential bearers of this light, our work as educators becomes a sacred responsibility. Each student has the potential to impact God’s Kingdom, and it is our privilege to help them realize that potential.
This Christ-centered perspective transforms our educational approach. We are not merely teachers providing services to students. Instead, we are partners in the spiritual, intellectual, and emotional growth of the next generation of Kingdom leaders. By embracing every student’s unique gifts and meeting their needs with compassion and excellence, we reflect Christ’s love and hospitality to a world in need of His grace.
A flourishing culture in a Christ-centered school is one that elevates the gifts and talents of all teachers, meets the needs of all students, and celebrates each child as an image-bearer of Christ. As Christian educators, let us continually strive to break down barriers, collaborate with one another, and create an environment where all students can thrive in their unique callings.
About the Author:
Tyra Harnishfeger, Lower Elementary Principal at Evansville Christian School, brings over 20 years of experience in Christian and public education, coupled with a background in social work. Through her experiences, she honed her leadership skills and a deep commitment to student development. Tyra’s unwavering dedication extends beyond academics, aiming to foster a profound love for Jesus by nurturing a foundation in God’s Word. Tyra’s journey exemplifies her fervent belief in Christian education as a catalyst for spiritual and personal growth.