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.