ABSTRACT
James O Higgins Norman (2014) refers to a third dimension in education of nurturing spiritual wellbeing in students, which this chapter proposes can support them to make sense of and feel more comfortable in an increasingly complex and digitally interconnected world. Moreover, it argues that nurturing spiritual wellbeing in students offers a way to re-enchant and re-enliven teaching and learning programs to equip and empower students to navigate their way in an increasingly secular, multifaith and democratic context of schooling and society at large. This chapter focuses on how spiritual wellbeing is being understood, applied, and provided for in Australia’s controversial National School Chaplaincy program (NSCP). Firstly, it presents a brief history of school chaplaincy in Australia. It then proposes a conceptual framework of existential spirituality, developed by Scott R. Webster, built on Søren Kierkegaard’s idea of ‘becoming an authentic self’. Thirdly, it outlines the role and work of Chaplains in Australian schools and examine the effectiveness of current chaplaincy programs in addressing the spiritual wellbeing of students in a multifaith, secular context. Finally, it provides a rationale as to why the NSCP should continue in Australian school settings, given that research has demonstrated that it can contribute to students’ spiritual wellbeing and development.
