Australia has traditionally embraced an ethos of social justice, with the concept of a "fair go" deeply embedded in its cultural identity.

However, in recent years, higher levels of social inequality have become more evident, so it is vital that schools provide the foundation for students to become active and engaged citizens who are catalysts for positive social change in the future.  Through the 7 principles of Catholic Social Teaching, students are provided with the knowledge, critical thinking abilities, and empathy needed to comprehend and address societal inequalities from an early age.  Social justice is not meant only for the saints, it is a shared responsibility that is deeply inspiring for each one of us.

1. Life and Dignity of the Human Person

It is important that students receive explicit and implicit education about human dignity, through human dignity and for human dignity.  The classroom is the societal microcosm within which deep understanding of the inherent dignity of every human person is prioritised and exemplified. The  provision of experiential learning in both educational and community environments contributes to the development of  a sense of agency and a commitment to making a positive difference in the world. Students are empowered to choose their ‘attitude’ and know that dignity is at the core of their strength. Education for human dignity is expressed in classroom dynamics that facilitate reflective discussions and deliberations  for all students, creating a future generation who is committed to peace, social justice and the promotion of human dignity for all.  

2. Call to Family, Community, and Participation

In his encyclical  Fratelli Tutti (Brothers and Sisters All), Pope Francis wrote: “The existence of each individual is deeply tied to that of others: life is not simply time that passes; life is a time for interactions.” This profound insight is reflected in the essence of the adage “It takes a village to raise a child” emphasising the collective effort required to nurture and support our students. Schools are vital hubs of collaboration, where students, teachers, and parents work together to cultivate a vibrant and inclusive learning community that enhances students’ emotional, behavioural, and cognitive engagement that fosters a deep sense of belonging and connectedness within the school community. Schools play a pivotal role in helping students to understand their responsibilities within society, appreciate the significance of family bonds, and recognise the value of contributing to their local communities. In this way, education that is guided by Catholic Social Teaching extends beyond academic achievement, shaping well-rounded individuals prepared to thrive in and contribute to a better world.

3. Rights and Responsibilities

Respect for each student entails rights that arise from their dignity as a human person that do not exist in isolation but also define the common good. Essential human rights cannot exclude the rights and responsibilities of others, nor can the just rights of the individual be subject to the needs of the community. Students learn that they have a fundamental right to education and a right to whatever is required for human dignity. Corresponding to these rights come important duties and  responsibilities - toward one another, their families and to the larger community. When these responsibilities are adopted, students contribute to building strong relationships based on mutual respect and understanding thus creating a more harmonious and just society.

4. Option for the Poor and Vulnerable

It is very important for students to understand that people should not be judged by the conditions and situations they are experiencing and that it is essential to emphasise human dignity and people’s strengths, their resilience and tenacity. Teachers have a responsibility to teach students to recognise privileged positions in regards to having their basic needs met. Students are challenged to respond in love to the unjust circumstances which peers and others may endure - a response which prioritises the needs of the poor in their school and community over the desires of those who are well-off, the rights of people over tangible goods and the preservation of the environment over its exploitation.

5. The Dignity of Work and the Rights of Workers

Each person has the duty to work out of regard for their own humanity, because it is through work that fulfillment as a human being, is achieved - to develop their qualities and personalities and to lead a fulfilling life on the material, social, cultural and spiritual levels. Schools have a responsibility to show students that work is a necessity; part of the meaning of life; a path to growth; human development and well-being and is sustained by the contributions made by parents, teachers and other members of the community. Each student needs to feel ‘seen and heard’ and know that they have a part in being co-creators as part of their humanity.

6. Solidarity

Together we can make a difference. Together we are much stronger. We value each other so we respect each other as unique individuals and we stand up for what is right for one another. We are challenged to treat every person regardless of race, religion or nationality as ‘another self’ committed to the ‘common good’, the good of all and each individual. Schools consciously engage with students so that they become united in purpose and hope, both socially and spiritually - the heart of solidarity to bring about a just and peaceful world.

7. Care for God’s Creation

As essential elements of the creation of God, humans are charged with the dual responsibilities of utilising the gifts of creation with deep respect for their needs and to recompense what we have harmed through our actions and our failure to protect the creation of God. Schools support students to appreciate the awe and wonder of the gifts of God’s creation which provide benefits for all.  Recognising the gift of Indigenous Knowledges contributes greatly as to how we work, keep and care for the earth into the future, remembering always that the protection of creation and the poor align closely with our faith and that these two factors are the heartbeat of caring for God’s creation.