Abstract

This study seeks to outline a theory of school chaplains as Meaning-Makers in schools in response to the research question ‘what is the rationale for school chaplaincy in Ireland’. This question is asked within a context of an increasingly pluralist and secular society. The development of publicly-funded chaplaincy in some secondary school sectors, and its validation by the Courts, is examined. Several other contexts which impact on the efficacy of chaplaincy are also considered - the social context, the educational context, the ecclesial context, the social context and the international context. Grounded Theory Methodology is used to analyse the evaluations of school chaplaincy by the inspectorate of the Department of Education and Skills during whole-school inspections. This is followed by analysis of data based on the reflections and insights of key personnel in the Irish education system that were obtained through semi-structured interviews and analysed through coding and memo writing. Validation of findings is provided by a final Focus group with the executive of the School Chaplains Association. Results of the research indicate that the school chaplain adds an important MeaningMaking dimension to education through the care provided to students and through facilitating young people to explore their spiritual dimension. The chaplain also adds an important dimension to school life by facilitating reflection on school ethos. Respondents, however, raised concerns regarding the appropriateness of the current model to meet the needs of students from other faiths and none, given the relationship of chaplains with their nominating authority. The inequalities in chaplaincy provision is also highlighted.