…whatever other commandment there may be,
are summed up in this sentence, namely,
‘You shall love your neighbor as yourself.’Romans 13:9
When a Catholic school encounters an admissions request from a family with a student with a disability, a fair amount of consternation is experienced. The school often jumps into a panicked reflection on current structures and supports, and examines whether enough resources are available to provide an education for this one student. In many instances, Catholic schools approach the inclusion of a student with a disability simply as an educational need rather than the more comprehensive need that Catholic schools are called to address. This rather simplistic view robs us of a much deeper and intense opportunity to remember to encounter “the neighbor.”
Romans 13:9 offers a challenging question in the Catholic school context, “Who is Neighbor?” How are students with disabilities truly viewed? Are they viewed as a burden? Do we exclude certain individuals from our school communities? Or do we regard students with disabilities with grace and dignity, remembering all humans are unique and unrepeatable? The Church reminds us that persons with disabilities are seen both as recipients of catechesis as well as its agents.
Once you can answer the question of Who is Neighbor? then the challenge becomes what we need to do to love the neighbor as ourselves. How do we offer Catholic schools as an opportunity for formation, both spiritually and academically, for both students with disabilities as well as their typically developing neighbors?
Inclusionary approaches within Catholic schools are not simply educational strategies; they are expressions of the Church’s deep commitment to human dignity and its call to reach the margins. This is simply not focused on the student with a disability; rather, the call for inclusion should be embraced for all students. Rooted in the belief that every person is created in the image and likeness of God, inclusive practices affirm that students with disabilities are not only welcomed but celebrated as integral members of the community. Importantly, inclusion benefits all students—not only those with disabilities—by creating opportunities to form authentic relationships, develop empathy, and recognize the dignity of each person. In doing so, Catholic schools cultivate a deeper awareness that our abilities are temporary and ever-changing, reminding us of our shared humanity and the gospel call to love one another fully.
The benefits of inclusionary approaches are multi-layered:
Experience belonging, dignity, and the full recognition of their God-given gifts.
Receive formation not only academically, but spiritually and socially, as members of a Christ-centered community.
Grow in understanding the dignity of the human person and the reality that we are all temporarily able-bodied.
Develop authentic friendships and learn empathy, patience, and compassion.
Prepare to go out into the world, recognizing that there are many abilities out there.
Deepen their vocation by seeing teaching as a ministry of hospitality and accompaniment.
Develop systems and structures that embody Catholic mission rather than relying on exclusionary practices.
By living this mission, schools witness to the world what it means to be Catholic: to see Christ in every person.
Inclusion reflects the Church’s teaching on human dignity and the preferential option for the marginalized.
Inclusion of students with disabilities in Catholic schools is not an easy undertaking. Yes, there are financial resources required, but this cannot be the sole determinant of providing a Catholic education to a student with a disability. More importantly, inclusive practices require courage, perseverance, and the willingness to embrace complexity. This very challenge lies at the heart of Catholic education. Our schools are not called to the easier path, but to the harder work of ensuring that every child, created in the image and likeness of God, has a place at the table of learning and community. In this effort, Catholic school educators walk in the footsteps of the religious sisters and brothers who built schools in regions once resistant to the mission of Catholic education. Despite hostility, poverty, and limited resources, they established communities of faith and hope. Their witness reminds us that Catholic education has always embraced difficult work in fidelity to the gospel. By welcoming students with disabilities today, Catholic schools continue that same spirit of courageous fidelity, remaining true to their deepest identity as ministries of love, dignity, and justice.
In addition to financial resources, Catholic schools need professional formation (both the development of faith and professional competencies). However, the development of inclusive practices cannot be accomplished in a single workshop or one-time effort. It requires intentional, long-term planning to establish systems that sustain this work. Clear policies, procedures, and protocols must be designed and implemented to provide the framework for a systematic and enduring approach. Through this structured commitment, inclusion becomes more than isolated efforts—it becomes part of the very culture and mission of the school.
At the same time, Catholic schools cannot simply replicate the approaches used in public education. While evidence-based strategies are invaluable, they must be integrated into a framework shaped by the Church’s understanding of human dignity, community, and service to the margins. This demands careful formation in Catholic identity so that educators not only know how to implement inclusionary practices, but they also understand “why” they do so—as a living response to the gospel. Grounded in faith, these practices become more than strategies; they are expressions of the Catholic vocation to form communities where every child is welcomed as a beloved child of God.
Ultimately, the call to inclusion in Catholic schools is a call to live more deeply the mission of the Church. It is not merely about meeting educational needs but about witnessing to the gospel in the daily life of our school communities. True inclusion requires shaping hearts and dispositions, building skills and systems, and sustaining a vision of education that reflects Christ’s love for each person. When Catholic schools honor the dignity of every student, they proclaim that all are welcome, all are valued, and all are indispensable in the Body of Christ. In rejoicing together, we become who we are called to be: communities of faith where every child reflects the image of God, and where love always makes room for all.
Michael Boyle, Ph.D.is the executive director of the Hermann Center for Innovative Catholic Education, School of Education at Saint Louis University.michael.boyle@slu.edu
Unique and Unrepeatable: Serving All of God's Children, co-authored by Michael Boyle, Ph.D., and Janette Boazman, Ph.D., is available now at www.NCEA.org/Store.