The After School Project:

Adventist education in the North American Division (NAD) territory is facing unprecedented challenges, as shown in Table 1, having experienced a steady decline in enrollment in recent years. From 1980 to 2022, the elementary education sector has lost more than 16,000 students, representing a third of its total enrollment. The secondary level also lost nearly 10,000 students, around half of the numbers in 1980. In about 40 years, the combined K-12 school enrollment has decreased from 73,861 to 47,925, indicating a net loss of 35 percent (25,936) of its students. This significant decline poses a serious threat to the NAD education system.

The closure of numerous NAD schools has resulted in significant losses. According to Table 2, small schools with only one or two teachers have suffered the highest losses in the past two decades. In 2003, there were 952 total schools, but by 2023, this number had dropped to 721, representing a 24 percent loss. This is a massive loss of educational institutions and teachers, and most importantly, it has had a negative impact on students and communities of faith.

These trends can be attributed to the decreasing number of children in many congregations, although the overall church membership of the North American Division has grown over the past 20 years—from 974,000 members in 2002 to more than 1.2 million in 2022.¹ This growth rate is significant, given that the overall population of the United States and Canada has grown by only 15 percent over the same period.² Many Seventh-day Adventists have recently immigrated to the North America Division from Africa, Asia, and Latin America. These immigrants have brought their faith with them and helped grow the church in the United States and Canada.³ However, many immigrants may not have the resources to pay for Adventist education. Moreover, home schools have been growing steadily, attracting many parents and contributing to the decline of traditional enrollment. According to the National Home Education Research Institute, homeschool enrollment in the U.S. has grown between two and eight percent annually⁴ and has become a robust trend among middle-income parents.⁵

The Pioneers’ Challenge

Since its early years, the Adventist Church has heavily promoted education. In the inaugural edition of the Youth’s Instructor, James White declared, “The young, at this day, are exposed to many evils and dangers, and they must have right instruction to enable them to know how to shun them.”⁶ This was at a time when many former Millerites felt there was no need for education since Jesus would soon return.

However, by 1899, Ellen White recommended: “In all our churches, and wherever there is a company of believers, church schools should be established.”⁷ She further expanded on this statement, stating, “in localities where there is a church, a school should be established if there are no more than six children to attend.”⁸ How can a school be sustained with six children? Here is a possible answer: “To provide this, we must sometimes establish home church schools. It would be well if several families in a neighborhood would unite to employ a humble, God-fearing teacher to give the parents the help that is needed in educating their children.”⁹

The pioneers probably did not envision K-12 schools as large and complex as the ones we have today. However, one may ask, what motivated the creation of learning institutions? One reason is that Christian education was not seen as excluded from formal training but as part of the comprehensive mission of delivering education to all children to nurture their faith and ensure their wholistic development, as Ellen White wrote late in her life: “We shall find a work to be done for the children in places where it has been thought a school could not be maintained. As far as possible, all our children should have the privilege of a Christian education”¹⁰ because “Children who are properly instructed will be witnesses for the truth.”¹¹

In addition, these institutions were set to propagate the good news: “Church schools will be the means of lifting the standard of truth in the places where they are established.”¹² It was an excellent outreach method to attract and convert young people, “We may bring hundreds and thousands of children to Christ if we will only work for them.”¹³ So, Ellen White perceived schools as instrumental in spreading the message of salvation.

These straightforward principles for establishing basic schools in each church’s “backyard” still apply today. Adventist education can be expanded in multiple ways if alternative institutional models are implemented and churches take the lead. These initial principles can set the foundation for reinvesting in Adventist education and reversing negative trends.

The Coverage Challenge

Christian education is crucial for every child who is a part of the Adventist Church community. This raises an important question: How can we ensure that every Adventist child receives a religious education?

The pioneers’ approach to education stressed that each community of believers should unite to provide education for their children. In a series on the experiences of early Adventists published in the Advent Review and Sabbath Herald, Washington Morse wrote:
“During the years 1853-54, the sentiment prevailed quite largely among S. D. Adventists that their children should be educated more directly under the supervision of those of the same faith than was possible in the public schools. In conformity with this idea, there were many instances of home schools among our people, where the children of one or more families were gathered together, and a teacher procured who was firm in the faith, and competent to instruct in matters of religion, as well as in the common branches of school education.”¹⁴ There was a growing sentiment that supported home schools and small schools.

Although some communities may not be capable of creating a whole-school model that offers advanced training and enables children to attain K-12 diplomas, every Adventist community should strive to provide some level of religious education to its children, in addition to regular spiritual meetings at local churches. Congregations with limited resources can establish programs that do not grant diplomas. These programs can later be expanded and accredited to enable children to meet the legal requirements for K-12 diplomas.

However, for most churches, the informal or diploma approach will remain the norm for a long time. The focus should be on creating an environment and opportunity to expose children to some form of Adventist education. The assumption to test is that more education “distributed” through alternative models would produce a higher probability of future church and education enrollment growth. This is especially important, given that current demographic trends reveal an aging Adventist population and a decrease in the number of children and teens attending church regularly in the NAD. According to a 2020 study by the Institute of Church Ministry, 79 percent of NAD Adventist congregations had fewer than 30 children attending regularly, 41 percent had no teens attending regularly, and 40 percent had fewer than nine teens attending regularly.¹⁵ The following section introduces a possible alternative to embrace, to some extent, the pioneers’ challenge.

The After-school Model

The term after-school model typically refers to a structured program or set of activities outside regular school hours, usually in the afternoon or early evening. These programs are designed to provide students with additional learning opportunities, enrichment activities, and a safe and supervised environment after the school day ends. These models can have diverse goals, content, and processes, offering a mix of academic support, recreational activities, and skills improvement. Here are a few possible after-school models:

• Extra academic assistance: After-school curricula can be designed to provide homework assistance, tutoring, or educational enrichment in math, science, or language arts. This modality reinforces and expands students’ learning after a regular school day.
• Enhancement activities: Some after-school programs offer alternative activities such as arts and crafts, music, dance, drama, sports, STEM (science, technology, engineering, and math), and hands-on experiences. As a supplement to a regular academic curriculum, these activities seek to nurture imagination, critical thinking, and skills development.
• Community engagement: After-school courses may collaborate with local organizations, businesses, or community members to facilitate distinctive engagement opportunities for students. This could include field trips, guest speakers, community service projects, or career exploration activities.
• Mentoring and counseling: Some models incorporate mentoring or counseling modules to support students’ social, emotional, and spiritual well-being. Mentors or counselors may provide guidance, mentoring, and assistance with personal or academic challenges.

It is important to note that the specific structure of after-school programs can vary, depending on the organization or institution running the program, the needs of the student population, the target age group, and the resources available. Some of these resources include the availability of adequate supervision, equipment, and transportation. After-school programs are designed to meet students’ needs and interests and are offered through many types of schools, community centers, nonprofit organizations, and government agencies.

Christian after-school curricula place a special emphasis on incorporating biblical teachings and values into their activities.¹⁶ These programs provide students with a faith-nurturing environment while offering academic support, spiritual development, and character building. Here are some typical characteristics of those programs:

• Biblical issues and devotions: This modality often includes sessions where students can learn relevant information about the Scriptures, engage in discussions about faith, and deepen their understanding of Christian principles. Some programs include time for prayer, worship, and reflection.
• Character development: These curricula seek to instill Christian values such as love, kindness, forgiveness, and compassion in students. Character-building activities, discussions, and role-playing exercises may be incorporated to promote positive behavior and ethical decision-making.
• Community service and outreach: As in a regular after-school program, several Christian initiatives emphasize serving others and positively impacting the community. Students may participate in service projects, volunteer work, or outreach initiatives to practice some of the core faith values.
• Enrichment activities: Combined with the spiritual aspect, Christian after-school programs may include various enrichment activities, similar to secular models. Some examples of these activities include art, sports, music, drama, and educational games. These events help students to explore their abilities and interests and develop new skills.

The leaders and members of every Adventist church can create unique programs and activities based on the resources available to them that cater to the needs and interests of the community’s children and youth. These programs can also be used to connect with the community and make a positive impact, becoming centers of influence. Depending on each church’s capability, these programs can be extended to parents and other community members through special events. Thus, Christian education has the potential to position churches as hubs of engagement and spiritual outreach.

The Adventist Church has been promoting various strategies to penetrate territories with a complex mix of cultures, religions, and populations. Centers of influence have proved very effective in some urban settings.¹⁷ Starting with the young could be an excellent strategy to enhance the lives of local children and youth with a wholistic education while also spreading the gospel in the surrounding communities. As Ellen White wrote, “The church is asleep and does not realize the magnitude of this matter of educating the children and youth. The church should take in the situation and, by their influence and means, seek to bring about the desired end.”¹⁸ In other words, each church has the potential to accomplish the mission of extending Christian education to all its children and to use those activities to reach nonbelievers as well.

The Curriculum Challenge

When operating an after-school program in a church, it’s important to consider various basic principles in order to supplement and balance a secular education. To determine the appropriate curriculum for after-school Adventist education, it’s crucial to assess the needs of the students as well as the learning environment. The curriculum should be based on sound biblical principles and aligned with the church’s beliefs while accessing the best available resources for the group. The curriculum should aim to create well-rounded individuals equipped to lead purposeful lives. The Adventist worldview emphasizes the importance of spirituality in intellectual, physical, and social dimensions to develop the whole person.¹⁹ Below are some basic principles that can be followed when developing an after-school curriculum:

• Christ-centered: Adventist education is centered around the teachings of Jesus Christ, which means that all subjects must be taught from a Christian perspective. Students learn about Christ’s love and sacrifice for them and are encouraged to live a life of service to God and humanity.
• Biblical: Adventist education is deeply rooted in the Bible and its teachings. As a result, all aspects of teaching and learning must be grounded in biblical principles. The primary objective of this education is to help students understand God’s character and His plan for their lives. Students are taught to apply biblical teachings daily to become better individuals and lead more meaningful lives.
• Wholistic: Adventist education aims to develop every aspect of human beings, including their spiritual, intellectual, physical, and social dimensions. This is achieved by providing a balanced curriculum with extensive academic topics, physical education, and vocational training. Spiritual growth is also of central importance. In a wholistic Adventist classroom, students learn about academic subjects such as math and science, and they can participate in music and art classes, sports teams, and other extracurricular activities, such as foreign languages, business, and home economics.
• Service-oriented: Students can apply their skills and talents to assist others. They may volunteer to help others concretely, such as on mission trips locally or internationally. These activities may also enhance their scholastic performance as they apply some of their academic knowledge to service.
• Practical: Adventist education strongly emphasizes practical learning, which some of the pioneers’ writings explain and promote.²⁰ This education strives to prepare students for success in the workforce and to make a positive impact in their communities. This practical approach to education involves teaching financial literacy, career planning, and job search skills. Students may also gain practical experience through internships, apprenticeships, and vocational training programs that prepare them for specific careers in fields such as nursing, teaching, technology, and business.
• Globally and locally oriented: Students must be equipped with the skills and knowledge necessary to be active and responsible citizens. They should be exposed to diverse cultures and religions and encouraged to think critically about the world around them. This training recognizes the importance of successfully preparing students to navigate a globalized world and to live and work in multicultural environments. Adventist schools provide foreign-language classes and study-abroad programs at the college level, allowing students to experience other cultures firsthand. Adventist schools also offer online programs and resources that can provide supplemental support (e.g., Adventist Education Technology (https://aetech.adventisteducation.org/resources/online-resources/), Adventist Learning Community (https://teachers.adventistlearningcommunity.com/), and Adventist Teachers Connect (https://teachers.adventistlearningcommunity.com/).

These principles help shape a wholistic education that prepares students for success. Adventist schools—and after-school programs—must be committed to supporting students in becoming well-rounded individuals ready to lead meaningful and fulfilling lives.²¹

Final Thoughts

The after-school model is not new; many organizations have successfully implemented it. Each community of faith can start a customized project following the principles described above, offering a simple after-school program. With just a few well-trained volunteers and some essential funding for teaching resources, churches can provide faith-based support one or two afternoons weekly. As the program gets more structured and more volunteers get involved, the curriculum could expand to include academic support for regular disciplines like mathematics and language. With increased funding, the program could add other extracurricular activities, such as community services, trade learning, or other manual skills.

To ensure a successful after-school program, church leaders should carefully consider the demographics and needs of their local community. They may need to develop tailored activities that are appropriate for different age groups and allow for multiple levels of engagement. This approach will ensure that the program is inclusive and meets the diverse needs of all participants.

Parents can be asked to support these initiatives financially to cover the basic expenses required to run the project. They will benefit from enrolling their children in a program that keeps them occupied during their free time. As children share their learning with their friends, new students and parents may be attracted to the church. This way, the after-school model may transform into a center of urban influence. As the program grows, it will be more visible to the community, enhancing the church’s mission of becoming a beacon of light. Conference leaders may provide extra funding to establish after-schools as centers of influence. Some of these initiatives may plant the seeds for a kindergarten or small elementary school that eventually grows into an entire K-12 institution, thereby helping to reverse negative enrollment trends.

The pioneers’ challenge is still echoing throughout the hallways of churches. In the words of Ellen White, “There are places where our schools should have been in operation years ago. Let these now be started under wise directors, that the children and youth may be educated in their own churches.”²² Therefore, it is recommended that churches and their leaders consider adopting alternative models to share biblical truths with young and impressionable minds. The impact of initiatives like these will be immeasurable, and it may even lead some churches to open diploma-granting schools in the future due to humble after-school beginnings.

This article has been peer reviewed.

Gustavo Gregorutti

Gustavo Gregorutti, PhD, is Professor of Leadership and Higher Education at Andrews University in Berrien Springs, Michigan, U.S.A. He has taught and worked as an administrator in several countries at different levels of Adventist education. His research agenda includes issues such as faculty research productivity, assuring quality, and comparative studies of higher education; and he has authored several articles, chapters, and books. Dr. Gregorutti holds a Master’s degree in educational administration from River Plate Adventist University in Argentina, a doctorate in educational administration and leadership from Andrews University, and a doctorate in higher education from Humboldt University in Berlin, Germany. His e-mail address is [email protected].