Drawing New Maps of Hope
What Pope Leo XIV’s apostolic letter asks of those who govern Catholic schools—and how governors and trustees can offer both thoughtful challenge and practical support.
Explore the questionsRead the apostolic letter ↗A compass for governance. Published on 27 October 2025 for the sixtieth anniversary of Gravissimum educationis, the letter invites Catholic educational communities to renew their mission amid inequality, fragile relationships and rapid digital change. It is a theological and pastoral guide, rather than a replacement for statutory duties, diocesan expectations or the school’s governing documents. Its value to a board is the question it places behind every agenda item: How will this decision help children and adults flourish in a recognisably Catholic community?
Listen to Sr Judith
A reflection to accompany this governance theme.
A compass for governing
Bring the letter’s vision into each strategic decision, then return to its effect on people.
- Mission: dignity, hope and faith.
- Listen and learn: evidence and lived experience.
- Decide together: challenge and support.
- Review impact: what changed for people?
From the letter to the board table
Use these themes to test the quality of the board’s decisions. Each pairs a constructive question for leaders with a way the board can help.
1. Put the whole person at the centre
Pope Leo describes formation as spiritual, intellectual, emotional, social and physical (§§4.1–5.2). Standards matter, but the school’s success must be understood through the lives of its pupils.
Challenge
Which pupils are flourishing, and who is missing out? What do attainment, attendance, safeguarding, pupil voice and participation reveal together?
Support
Agree a small set of meaningful measures; give leaders time and resources to address barriers and evaluate the effect on children.
2. Keep Catholic identity alive throughout school life
The letter describes faith, culture and life as intertwined, with Christian vision present in relationships and every discipline (§§5.2, 6.2).
Challenge
How can we see the mission in curriculum, religious education, prayer and worship, behaviour, care for families and decisions about resources?
Support
Protect time for formation, listen to the chaplaincy and RE leaders, and connect school priorities with the diocese, parish and community.
3. Open doors to those most in need
Pope Leo calls education of the poor a duty and asks for courage in inclusion and support for fragile families (§§2.3, 10.4).
Challenge
Are pupils with SEND, those facing poverty, and children at risk of exclusion fully present and participating? What do families tell us about hidden costs or barriers?
Support
Resource adaptation and pastoral care, review the impact of spending, and advocate for fair access with partners beyond the school.
4. Build an alliance with families and listen to pupils
The family is the first place of education; the school works with parents through listening and shared responsibility (§5.3). The letter also calls for the voice of children and young people (§10.1).
Challenge
Whose voices shape our decisions? How do we know whether families trust us, especially when something goes wrong?
Support
Back accessible communication, respectful complaint processes and pupil voice that informs decisions and is followed up.
5. Invest in the people who teach and serve
Teacher formation must be pedagogical, cultural and spiritual; the school’s witness reaches beyond lessons (§§5.2–5.3).
Challenge
Do staff have the knowledge, time, wellbeing support and spiritual formation needed to live the mission? Is workload sustainable?
Support
Prioritise induction, mentoring and formation in the budget and improvement plan; make time to recognise good work.
6. Govern technology with discernment
Technology should serve relationships and dignity. The letter calls for attention to AI, safeguarding, data protection and equitable access (§§9.1–9.3, 10.3).
Challenge
What educational benefit do digital tools bring? Are children and staff protected, privacy respected, bias considered and access fair?
Support
Agree clear principles, provide staff training, and review the human impact of tools before and after adoption.
7. Teach peace, justice and care for creation
The letter links environmental and social justice and calls for language and habits of reconciliation (§§7.2–7.3, 10.3).
Challenge
How are pupils learning to respond to conflict, serve others and care for our common home? Does our own board model this?
Support
Make space for service, environmental action and restorative relationships; consider long-term stewardship in estates and purchasing.
8. Lead as a community of hope
“No one educates alone” (§3.1). Pope Leo calls for collaboration and the courage to revise practice as needs change (§§8, 11).
Challenge
What needs to change because pupils and families have changed? Where are we relying on “we have always done it this way”?
Support
Build trusting relationships with leaders, parish, diocese, trust or local authority as appropriate; give permission for thoughtful improvement and review its impact.
A simple way to use this at a meeting
Apply these prompts alongside the current governance framework for your school: maintained school governing body or academy trust board, in England, Wales, Scotland or Northern Ireland as applicable. Local diocesan guidance and the school’s instrument or articles also matter.
A prayer for wise and hopeful governance
Lord Jesus, teacher and companion,
be with us as we gather to serve this school.
Open our eyes to every child as your beloved creation.
Give us the courage to ask honest questions,
the humility to listen before we decide,
and the wisdom to offer help where it is needed.
Strengthen our leaders, teachers and staff.
Draw us closer to families, parish and community.
Keep those who are vulnerable or overlooked at the centre of our care.
Guide our decisions so that learning is joined to love,
justice to mercy, and ambition to hope.
Through our work, may this school help every person
to grow, to belong and to serve.
Amen.
Continue your formation
This is the first reflection in Governing with Hope, EducareM’s six-theme series connecting the Church’s teaching with the mission, challenge and support of Catholic school governance. Return to the series to see the themes as they are released.
View all six themes →Interested in finding out more or deepening your own formation? Explore the programme diary. For training shaped around the needs of your governing board, use the bespoke support link or the other programme pages in the EducareM site menu.
View the programme diary →Explore bespoke support →