Catholic schools exist to teach God’s children both academic and religious values. While providing an excellent academic education is essential, it is equally important to offer high-quality religious formation. To accomplish both goals, schools must meet the needs of all students—those who learn easily and those who face challenges—while offering opportunities for every child to achieve to the best of their abilities. This is no small task, yet it is central to the mission of Catholic education.
Jesus said, “Let the little children come to Me,” without limiting this invitation to academically gifted children. Catholic schools cannot serve only those who excel easily. Each child must be provided with the tools to learn at his or her own pace. While it is impossible to meet the needs of every child whose parents desire admission, schools are responsible for making reasonable accommodations for all students whose parents choose Catholic education.
The key concept is “reasonable accommodations.” For example, a student may be allowed extra time on tests, or a test may be read aloud if needed. Accommodations require careful consideration; not every request can be granted automatically. Teachers and administrators should evaluate diagnostic testing and classroom observations to determine what support is feasible. While a full-time teacher assistant for every student may be unaffordable, creative solutions—such as study buddies, peer tutoring, parent volunteers, or shared assistants—can help. Clubs, such as a “future teachers’ club,” can also provide trained student helpers.
Administrators and teachers should understand federal and state laws affecting students with special needs. Laws such as Public Law 94-142 (Education of All Handicapped Children Act) and its successor, the Individuals with Disabilities Education Act (IDEA), guarantee that public school students receive a free and appropriate education with individualized accommodations. These laws do not bind Catholic schools, yet Catholic and private schools should still strive to accommodate students when reasonable. Schools must not discriminate against students who, with reasonable support, can meet academic expectations.
Reasonable accommodations require careful planning. As mentioned previously, parents cannot automatically demand a one-on-one assistant in every class. However, schools may budget for staff who can assess student needs and support teachers. Study partners, peer tutors, and parent volunteers can provide additional help, provided they are screened and committed to their role.
Recruitment, assessment, and consistency are essential to ensure these supports are effective. Teachers should consult with administrators before granting accommodations to ensure appropriateness and fairness.
Assess readiness: Accept only students who meet school qualifications, ensuring both student and school are well-matched.
Probationary contracts: In doubtful cases, establish a written agreement between parents, administrators, and, if appropriate, the student. Set goals and a timeline to review progress, with clear expectations for continuation or withdrawal.
Addressing extreme cases: If a placement proves unworkable, tuition may be refunded, and guidance provided for enrollment in a more suitable school.
Catholic school administrators should commit to supporting students whenever possible while being honest about limitations. Justice requires that schools provide what they can realistically deliver and assist parents in finding appropriate alternatives when necessary. We cannot be all things to all students. However, we can help parents find the best environment for their children’s academic success. The focus must always remain on creating the best environment for each student to succeed academically, morally, and spiritually.
Sister Mary Angela Shaughnessy, SCN, JD, Ph.D.is a Sister of Charity of Nazareth and a nationally recognized expert on the law as it affects Catholic schools and Church ministry.Angie.Shaughnessy@lmu.edu