ABSTRACT
In engaging the theoretical and personal complexity of spirituality in academic research in this paper, I am also addressing concerns for practice in professional care settings with children and youth. How we study spirituality matters in how we teach it and how our understanding is applied to the lives of children and youth in the midst of their living. In a world marked by so many divides, I hope, by staying in and with the difficulty of spirituality and resisting simplifications and exclusivity, to find ways of understanding the spirit(ual) in children’s lives.
