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As part of the shared mission of the Jesuit Conference of European Provincials (JCEP), the annual gathering of the Jesuit Refugee Service Europe (JRS Europe) offers a key moment to deepen collaboration, discern common priorities, and strengthen our response to the realities faced by displaced people across the continent. The JRS regional coordination office for Europe, existing as such since 1994, is a coordination structure inside JRS International supported and accompanied by the Jesuit Conference of European Provincials. As such JRS Europe allows the national office to have a coordinated action and a sharing of resources. The fact that it is under the JCEP ensures a stronger connection with the local provincials and the structures of the Society of Jesus as well as a particular economic and human support from the JCEP. The president of JCEP, Dalibor Renić SJ, represented the Conference in the event. . Held in Madrid, this year’s JRS Europe Annual General Meeting gathered our teams from across the country offices to reflect on current challenges, exchange experiences, and strengthen collective action.  The meeting opened with inputs from Dalibor Renić, SJ, President of the Jesuit Conference of European Provincials (JCEP), on Jesuits in Europe and a session on the social apostolate in Spain, offering a broader perspective on the context in which JRS operates and the ongoing transformation of this work.  The morning continued with a workshop led by Centro SIRA, focusing on the Do No Harm approach, collaborative networking, and community-based interventions.  This space provided practical tools and methodologies, encouraging participants to reflect on how to strengthen coordination and ensure that interventions remain sensitive to context and grounded in the needs of the communities served.  In the afternoon, participants moved to the La Ventilla neighbourhood, where the focus shifted to the hospitality programme in Spain, presented by our SJM teams in Pueblos Unidos and Fundación Ellacuría.  Through this exchange, participants were introduced to concrete projects of the social apostolate and how the Jesuit mission is lived in a multicultural context. This was followed by visits to different initiatives in the neighbourhood, offering a direct experience of accompaniment and community based work.  The following day began at Centro Padre Rubio, where the FOESSA Foundation driven by Caritas Española presented key findings on trends and social challenges in the current context.  This input provided a broader analytical perspective, helping participants better understand the evolving social landscape and the structural challenges affecting the communities JRS serves. The morning then continued with a series of parallel workshops, where participants were divided into smaller groups to engage more deeply with specific thematic areas: detention, advocacy, hospitality narratives, agency and young migrants, and social economy.  Led by teams of the social apostolate in Spain, these workshops presented concrete experiences from the field, offering practical insights into how these areas are addressed in different contexts. Organized in two rounds, the format allowed each participant to attend two workshops, encouraging exchange, learning, and a more focused discussion.  The meeting concluded with a moment to harvest the experience, bringing together key learnings and reflections from the days in Madrid. This final exchange allowed participants to reconnect the different inputs, encounters, and discussions into a shared understanding of the path ahead.   Throughout the AGM, the combination of reflection, practical exchange, and direct engagement with the local context reinforced the strength of the JRS Europe network. Grounded in shared values and enriched by diverse experiences, the meeting offered a renewed sense of collaboration and commitment to continue responding together to the realities faced by the people we serve. 

From April 23rd to April 28th, the 38th General Assembly of the Jesuit Conference of European Provincials (JCEP) took place in Falenica-Warsaw, at the European Center for Communication and Culture. The JCEP includes the 16 Jesuit provinces and regions located in Europe and the Province of the Near East. The fifteen provincials and one Regional Superior, plus the three Assistants of the Assistancies that cover the territory of the Conference, came together with the President of the Conference, Dalibor Renić SJ, to discern together the development of the apostolic mission of the Society of Jesus in Europe and the Near East. This General Assembly was also particularly important because Fr. General, Arturo Sosa SJ, was with us and he was present during almost the entire Assembly. This time, the main topics addressed by the major superiors were the JCEP Tertianship program in Bikfaya (Lebanon), the collaboration among the different European formation centers for Jesuits (Krakow, Madrid, Paris, Rome-San Saba, Warsaw), the role of the Conference Formation Delegate, the Jesuit European Social Center (JESC) in Brussels, and the finances of the Conference. Several guests were invited to speak to the Conference regarding other issues. First of all, we were accompanied by José Minaku SJ, president of the Jesuit Conference of Provincials of Africa and Madagascar (JCAM), as part of the regular exchanges among Conferences of Provincials. Minaku shared with us during the meeting information about the activity of JCAM and the collaboration with the JCEP. Besides him, we had other important guests like János Lukács SJ, Conference Formation Delegate, who spoke to the Assembly about the formation of the Conference; Cristóbal Fones SJ and Miguel Pedro Melo SJ, from the Pope’s Worldwide Prayer Network, who presented the current status of this valuable apostolic network; Filipe Martins SJ, Director of the Jesuit European Social Center (JESC) in Brussels, and Jacques Haers SJ, member of the JESC Board who participated online, both of whom helped the provincials to make a first evaluation of JESC; and, finally, Hakjoon Kim SJ who presented, online, the Magis Program that will take place during World Youth Day in Korea. An especially important moment was the initial address to the major superiors by Fr. General, where he spoke about the next Congregation of Procurators, the Jesuit formation at the level of the Conference, and shared thoughts on the mission of the Society in Europe. This address was studied and discussed in depth with him during almost an entire day of work. Taking advantage of the meeting during the Assembly, the provincials of the provinces sending their novices to the novitiate in Birmingham (Ireland, Britain, the Low Countries and French-speaking Western Europe, Slovakia and Czechia) held also an online meeting with the Novice Master in Birmingham in order to evaluate the current state of the novitiate. The Assembly also included some very pleasant moments, such as the historical visit to Warsaw and the history of the Jesuit presence there, marvelously led by Robert Danieluk SJ, and the joyful dinner celebrating the anniversary of the PMA Province at the Jesuit Community on Rakowiecka Street. We also took advantage of the social moment on the last night of the Assembly to thank personally the provincials who are finishing their terms (Jarosław Paszyński SJ—South Poland, Miguel Almeida SJ—Portugal, Michael Zammit SJ—Near East, Jozef Šofranko SJ—Slovakia, and Miran Žvanut SJ—Slovenia), as well as Thomas Kot SJ, the Assistant for the group of provinces forming the Central-Eastern European Assistancy, who is also finishing his post, although he will now assume the Delegation of the International Roman Houses. The Assembly was once again a time where issues could be treated and discerned from a more universal perspective beyond than the limited scope of the provinces, connecting with the universal approach to the mission as St. Ignatius intended. This wider perspective allows major superiors to find more creative collaborative answers to common challenges. The Assembly is also a time of personal encounter and support among provincials, which is a very important fruit of the JCEP activity that is highly appreciated by the major superiors. It is necessary to thank the PMA Province, and the entire team at the European Center for Communication and Culture in Falenica, for their incredible hospitality and generosity during these days. Their attention and care have been key to making the General Assembly fruitful and enriching for everyone.    

In Brussels, the European Schools bring together students from diverse cultural, linguistic, and religious backgrounds, offering a unique environment for education at the heart of Europe. Within this plural context, Catholic Religious Education—entrusted to the Society of Jesus by the Archbishops of Mechelen-Brussels since 1962—seeks to foster not only knowledge of the Christian tradition, but also personal growth, dialogue, and discernment among young people. Rooted in the Ignatian pedagogical tradition, this mission contributes to forming students who may nourish tomorrow the political ranks of the European Union, as attentive and reflective human beings, and open to God and to others in an increasingly complex world. In this context, we spoke with Annie Thumelaire, coordinator of Catholic Religious Education in the European Schools in Brussels. She shares her perspective on the challenges and opportunities of this mission, the role of Ignatian spirituality in education, and the importance of accompanying young people in their search for meaning today. 1 –JCEP: To begin, could you tell us about the European Schools – a name that sounds new to many readers – and your background and your current role within them? Annie Thumelaire: The European Schools form a unique educational network, founded in 1953 with the opening of the first school in Luxembourg. From the outset, their mission has been clear: to provide children of European institutions with a shared, multilingual education deeply rooted in cultural diversity. Today, the network includes 13 schools across 6 countries, welcoming nearly 29,000 students from nursery to secondary level. Belgium holds a special place, with five schools—four of them in Brussels—bringing together around 14,000 students from 133 nationalities across 20 language sections. It is an environment of exceptional human richness. As for me, my path has always been in education. I have been teaching Catholic religion in Brussels since the age of 21. In 2012, I joined the European Schools with the opening of Brussels IV in Laeken. This experience strengthened my commitment within a multicultural context. Since September 2021, I have been coordinating Catholic religion courses in the European Schools of Brussels. My role involves supporting teachers, overseeing recruitment and content consistency, and fostering a true educational community—one that is called to witness the Gospel, open-minded, demanding, and in dialogue with the cultural diversity of the students. 2 – The teaching of Catholic Religion in the European Schools in Brussels is entrusted to the Society of Jesus since 1962, however, this mission remains very much unnoticed in the Jesuit educational milieu in Europe. What characterizes this mission from an Ignatian perspective? what makes it important and significative for the whole Society of Jesus in Europe? The European Schools are public and non-denominational institutions. However, they offer students the choice between different religion courses—Catholic, Protestant, Orthodox, Judaism, Islam—or a course in secular ethics. To this day, this choice remains an integral part of the curriculum. In Brussels, just under half of the students opt for a religion course. Around 4,000 follow Catholic religion classes, representing about 34%. Teaching is provided by approximately 45 teachers in 13 different languages. Although this teaching is not strictly a work of the Society of Jesus, it has been under its responsibility since 1962. The links are therefore longstanding and remain very much alive. This mission is part of a broader framework: together with the Chapel for Europe, the JRS, and the JESC, it forms one of the four pillars of Jesuit presence in Brussels. Regular meetings of the “four directors/coordinators,” around the President of JCEP, Father Dalibor Renic, allow for genuine networking, marked by mutual support and inspiration. Each year, I also have an individual meeting with the President of the Jesuit Conference of Europe. In turn, he meets with the teaching team during an evening session and, when possible, participates in our two plenary meetings at the beginning and end of the year. Pedagogically, Ignatian inspiration is central. It is reflected in the curriculum—where the four Universal Apostolic Preferences are clearly stated—but also in practice: attention to the individual, discernment, and openness to the world. Continuous teacher training is a major priority, particularly in deepening this pedagogy. Concrete initiatives enrich this teaching: participation in the JRS CHANGE program, spiritual retreats for teachers, and regular collaboration with Jesuits. Whenever possible, the presence of a Jesuit scholastic within teams is especially valuable, both for students and teachers. 3 – The European Schools are marked by great cultural and religious diversity. How does this context shape the way Catholic Religion is taught? In the European Schools, cultural and religious diversity is less a challenge than a genuine pedagogical asset for teaching Catholic religion. A common curriculum is implemented across all language sections and all 13 schools, ensuring consistency while allowing adaptation to local contexts. This diversity is first reflected in the teaching staff: Catholic religion teachers come from various nationalities and teach in 13 different languages. This plurality of approaches and cultural sensitivities greatly enriches how content is delivered, fostering openness and dialogue. Moreover, the fact that five religions are taught simultaneously within each school creates an environment conducive to interreligious exchange. Regular collaborations emerge between teachers and students of different faiths through joint projects, classroom activities, and extracurricular initiatives. For example, visits to places of worship in Brussels allow students to experience religious diversity firsthand, while debates on ethical or spiritual issues encourage respectful exchange of perspectives. Thus, this multicultural and multi-faith context invites a form of Catholic religious education that goes beyond knowledge transmission and fully embraces dialogue, mutual understanding, and the formation of European citizenship. 4 – In a context where many young people may feel distant from institutional religion, how do teachers approach questions of faith, meaning, and spirituality in the classroom? In such a context, teachers approach these questions with an open, inclusive, and adaptable mindset. Rather than imposing a single religious framework, they prioritize dialogue, personal reflection, and the sharing of experiences. The cultural richness of the classroom is a major asset. Students from countries such as Poland, Hungary, Spain, or Italy—where religious traditions remain strong—bring living testimony of practices still present in daily life. Others, more distant from institutions, may express a bigger interest in search for meaning or align with different forms of spirituality, or even non-belief. Teachers draw on this diversity to foster discussion: comparing traditions, understanding different ways of living or distancing oneself from faith, and reflecting together on major existential questions—such as the meaning of life, values, justice, and solidarity. This plurality encourages mutual respect, develops critical thinking, and allows each student to position themselves freely. Far from being an obstacle, diversity becomes a valuable pedagogical resource. 5 – Where do you especially see the Ignatian and Jesuit charism inspiring the work you do in the European Schools? How are the teachers in contact with the Jesuit identity and mission? The Ignatian charism inspires our work primarily through attention to the whole person. In Catholic religion classes, this translates into an education that goes beyond knowledge, aiming to develop critical thinking and the ability to give meaning to one’s life. Teachers connect to Jesuit identity through concrete values: openness to diversity, service, and the pursuit of the common good. In highly multicultural classrooms, this approach takes on its full meaning. Students are also encouraged to take action: teachers invite them to engage with the world, particularly through solidarity initiatives that embody these values. In our classes, the Ignatian spirit remains alive in the desire to form responsible, committed, and attentive young people. 6 – Today’s young people face many challenges—questions around identity, mental health, the future, and global crises. How can religious education help them navigate these realities? Amid these challenges, I see in young people a real thirst for interiority and spirituality. In a fast-paced and fragmented world, they need spaces where they can pause, reflect, and be themselves. Religion classes can offer exactly that: attentive presence, time, and spaces for authentic, non-judgmental exchange. Places where everyone feels welcomed as they are. What matters most is that they experience being recognized, listened to, and ultimately loved. From this inner security, they can gradually grow, discern, and find their own path in a complex world. 7 – From your perspective, what are the main priorities or developments currently shaping the teaching of Catholic Religion in the European Schools? Like in many European countries, religious education faces a trend toward marginalization or exclusion from school curricula. This context calls for deep reflection on its place and relevance. The priority is to offer high-quality teaching focused on what truly matters: clear, accessible, and meaningful content. It is not only about transmitting knowledge, but also about offering authentic witness, rooted in the Gospel, capable of engaging young people in their realities. The challenge is to make the course alive and relevant, not as a relic of the past, but as a resource for understanding and engaging with today’s world. 8 - Tell us something about yourself and they way you experience your mission: How do you experience as a lay woman your collaboration in the common mission in such an post and with these responsibilities?, what are the sources of spirituality that nourish you in this mission?    As a lay woman, I live this mission simply. Apart from occasional unfamiliar jargon (laughs), I have never really felt a difference. I try above all to fully inhabit my role—not based on status, but on the mission itself and what I can bring through my perspective and experience. I have never seen my responsibilities as just a job, but rather as a response to a calling, grounded in trust. I believe that if the Jesuits invited me to collaborate, there is a meaningful path there—even if sometimes demanding or unexpected. I move forward sustained by this trust, accompanied by the One I recognize as my companion: Christ. His presence is a discreet but faithful support. This mission deeply nourishes my spiritual journey. It helps me grow, deepen my faith, let go, and trust more. In this sense, it is both a service and a place of inner transformation. 9 – What gives you hope when you look at the students you encounter today?  Honestly, what gives me hope is seeing students who carry values, who genuinely search for meaning, ask the right questions, and, in a complex world, strive to make it better. 10 - Finally, what message would you like to address to religion teachers in Europe? We are fortunate that our profession is more than just a job: as religion teachers, we are called to be instruments of God, so let us not be afraid to be guided by the Holy Spirit, grounded in prayer and the Gospel, to make Christ known and inspire students to encounter Him and live with Him.

The Jesuit European Committee for Secondary Education brings together Jesuit secondary schools across Europe, fostering collaboration, shared vision, and innovation in education. As part of the broader mission of the Jesuit Conference of European Provincials, JECSE plays a key role in strengthening the Jesuit educational apostolate, ensuring that schools remain places where academic excellence and human formation go hand in hand, and allowing them to have an actual European stance --  a key level given the influence of the European Union in Education – beyond the particular provinces and a voice in a more globalized educational reality. At the heart of this mission lies JECSE’s Ignatian Leadership Programme, an initiative designed to form school leaders—both Jesuit and lay—in the spirit of Ignatian pedagogy. Rooted in discernment, service, and reflection, the programme equips participants with the tools to lead institutions in a way that is both professionally effective and deeply aligned with Jesuit values. JECSE reports us about the beginning of another edition of the Ignatian Leadership Programme. 13 school leaders from 9 different countries travelled to Portugal in early March, to begin their JECSE Ignatian Leadership Programme (ILP). This first module (of three) took place over a week in the beautiful coastal setting of Rodizio. The course was facilitated by Ms Agnieszka Baran (JECSE director), Mr Paul Yperman, Mr Brian Flannery and Fr Bart Van Emmerik SJ who were ably assisted by Débora Duarte from the JECSE office working on logistics.  As the various groupings of participants arrived and were collected from the airport excitement and anticipation of what lay ahead began to build. For those of us that arrived early in the first group, we got to see what Rodizio had to offer, with a walk of the surrounding area, including along the beach.  The full group met at 6pm on Monday 9th of March with a tour of the house, dinner and our first introductory session. It was really interesting to learn about other people’s contexts and school settings. Later we had our first ‘social’ session, where participants we invited to bring a sample of food or drink from their country. We enjoyed everything from Albania biscuits, Italian Cannoli and Polish sausage to a local Portuguese wine, Belgian beer and Irish whiskey.  Tuesday morning began early for some with the optional walk along the beach led by Bart at 7:30am. After breakfast we had 4 working sessions on Leadership and Self-Assessment, Managing our inner states, Communication and Examen in Leadership and Discernment, as well as our first ‘small group’ reflection and mass. A busy day left everyone tired and with a lot to think about. The fatigue was however lifted again at our 2nd social gathering.  On Wednesday morning, after an even earlier beach walk for some, we discussed Power and Roles and Emotional and Social Intelligence followed by further small group reflections. That afternoon, we were brought to the beautiful city of Sintra and we took a guided tour of Palacio da Pena – a must on any visitors to-do list! We enjoyed some local cuisine followed by the traditional ILP dinner round of speeches.  Thursday’s focus was around communal discernment as well as personal and group reflections. We also look looked at working in teams and conflict management.  This was followed by an interview by Brian Flannery with Fr Lourenco Eiro SJ, a veteran of the ILP programme and currently the director of the Jesuit Youth Centre in Lisbon. The group would unanimously agree that his story and his journey were truly inspiring and added great depth to the reflections that followed. After mass, celebrated by Fr Eiro, we prepared for our final social and attempted to get through the remaining bounty of international delicacies.  On Friday morning we drew the threads together on all that we have explored over the past week, and while exhausted, we also felt uplifted. The various travel groups made their way to the airport, and thankfully everyone reached their destinations without complication. A key feature of the week was the opportunity for participants to work in smaller groups, allowing for deeper discernment and more personal sharing. These groups will continue to meet online in advance of the second module in October..  Overall, the week-long module 1 of the ILP was a truly enriching experience, and one that will certainly stick with us. We cannot wait for everyone to meet up again for Module 2 in Krakow next October.  We’d like to offer a huge thank you to the organisers and facilitators of the course and also to our fellow participants for accompanying us on this journey.