Education is a relational enterprise by nature. For Christian schools in particular, relationships are important because of the incarnational nature of Christian faith, expressed through community and in discipleship (John 1:14, 1 Corinthians 12:12-17, Ephesians 4:16).

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Schools are of course known as sites of learning for students. But if school cultures are to flourish, schools and educators themselves must also engage in learning. In fact, a school culture in which educators are committed to ongoing learning and improvement is linked to flourishing not only for the school and educators, but also for the students.

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While a sense of purpose is essential for Christian school leaders and teachers, their ability to fulfill that purpose is necessarily dependent upon their expertise as educators. FCSI research shows that flourishing is connected to excellence in educational and school management practices.

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Well-being is an important domain for both student and educator flourishing. The FCSI identified three constructs related to well-being—one for teachers and leaders (Stress), and two for students (Healthy Living and Resilience). This domain and related constructs demonstrate that the well-being of educators and students is not a secondary concern—but an essential contributor to flourishing outcomes.

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A Christian perspective on education provides the telos, or purposeful aims, of Christian schooling. The FCSI identified a commitment on the part of all school constituencies to the central purposes of Christian education as strongly connected with flourishing outcomes.

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