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.

Parents, students, and teachers from the European Schools of Brussels gathered on Saturday, 4 October, for the Back-to-School Mass at the Chapel of Collège Saint-Michel. The event marked the opening of the 2025–2026 academic year under the theme of gratitude and praise for Creation. Presiding over the celebration was Archbishop Luc Terlinden, joined by Jesuit Fathers Dalibor Renić, Gonzalo Villagrán, Bernd Günther, and Franck Janin. The responsibility for Catholic religious education in the European Schools in Brussels was entrusted to the Society of Jesus and it is under the care of the Jesuit Conference of European Provincials, in collaboration with the Archdiocese of Mechelen-Brussels and COMECE. Jesuits are engaged in providing continuous spiritual and pedagogical Ignatian formation to the teachers and collaborate in pastoral activities with students. There are about 50 teachers of religion, teaching in 21 different languages. The coordinator of this work is Annie Thumelaire. A Celebration in the Spirit of Saint Francis of Assisi The date coincided with the Feast of Saint Francis of Assisi, whose life and message inspired the tone of the celebration. Saint Francis invites us to live with gratitude and wonder before the world entrusted to us by God — and this Mass beautifully reflected that spirit. In his homily, Archbishop Terlinden encouraged the community to begin the new school year “in the manner of Francis, like a little one who allows himself to be touched by the gentle and humble love of Jesus on the cross.” He reminded the assembly that this love — “not necessarily the one understood by the wise and learned, but the one that reaches simple and open hearts” — is what truly transforms our lives. Reflecting on Saint Francis, he spoke of how “the young man who once dreamed of glory and heroic deeds became a new creation, clothing his heart with gentleness and humility.” The Archbishop invited everyone to live this new academic year in the joy of the Beatitudes, the paradoxical joy that flows from the Gospel: “To take Christ’s yoke upon us is not to flee from difficulties, but to walk in peace with the One who refuses to impose His power and who lives out the Beatitudes.” A Multilingual and Creative Celebration In true European spirit, the celebration brought together the many languages and cultures that make up the community of the European Schools. Readings and hymns were presented in several languages by student and teacher choirs, reflecting the diversity and unity that define the schools’ spiritual life. The chapel was decorated with prayers and intentions prepared by students during religion classes, expressing gratitude for the beauty of nature and the gift of life. Meanwhile, the youngest participants (under 7 years old) enjoyed a special children’s catechesis, discovering Saint Francis’s message through storytelling and hands-on activities. A Warm and Joyful Gathering After Mass, everyone gathered around a generous buffet, sharing a joyful moment of fellowship. Parents, students, and teachers enjoyed reconnecting and celebrating together the start of a new year filled with praise, respect, and joy for Creation. This event was made possible thanks to the collaboration between religion teachers, students, parents, and clergy, who together created an atmosphere of deep faith and community spirit — a moment to remember for all who attended.

The Commission of the Bishops’ Conferences of the European Union (COMECE) publishes a position paper titled ‘Religious Education in the European Schools – A Unique and Essential Contribution to the Next Generation of Europeans’ on Wednesday, 18 December 2024. The document underscores the importance of preserving the religious and testimonial dimension of faith within the educational mission of European Schools. Read Position Paper Building on the vision and mission of the European Schools regarding Religious Education, the document reflects on the importance of Religious Education in Europe today. Drafted in cooperation with the Coordinators of Catholic Religion working at the European Schools—who support the activities and work of Catholic religion teachers in Brussels and other Member States—the position paper highlights that religion offers a space for learners to discover meaning and purpose, enhances their moral and ethical development, effectively promotes social cohesion, and helps prevent radicalisation. “Religious education helps students understand the historical and cultural dimensions of yesterday and today’s Europe. It deepens the understanding of Europe’s heritage that is directly linked to Christianity. Christian religious education, in fact, promotes values such as dignity, freedom, democracy, equality, rule of law and fundamental rights, which are at the core of the European project”, the paper reads. COMECE General Secretary, Fr. Manuel Barrios Prieto, comments on the publication: “In the context of current discussions on reforms that may alter the provision of religious education in the final two school years, it is more essential than ever to preserve the religious and testimonial dimension of faith within the educational mission of the European Schools”. As part of its mission to represent the Bishops of the Dioceses where European Schools are located, and as a close collaborator of Religious Education teachers, COMECE will hold its next regular meeting with the General Secretariat of the European Schools on 8 January 2025. Religious authorities and members of the Secretariat will discuss the current state of Religion classes and the action plan developed in response to the 2023 European Parliament resolution.

The vocation of the European Schools is to provide a multilingual and multicultural education to children in the nursery, primary and secondary cycles. This noble vocation has returned with a vengeance this September in the 6 establishments of the Brussels European Schools: Brussels I in Uccle and Berkendael, Brussels II in Woluwe and Evere, Brussels III in Ixelles, Brussels IV in Laeken. We, the Catholic religion teachers, have also relaunched our activities, now with Father Dalibor Renić, the new president of the Conference of European Jesuit Provincials.   We are a community Every year, the new school year for Catholic religion teachers in the European Schools of Brussels begins with a plenary assembly to which the teachers are invited to exchange ideas and plan joint activities.  The assembly took place in the Chapelle de l'Europe, the emblematic place where teachers' meetings and gatherings are usually held. We pray together The traditional back-to-school Mass on the first Saturday in October marked the start of the school year for the pupils of the Brussels European Schools, as well as for their parents, the first and foremost educators of their children's faith, whom we accompany in their responsibility to pass on the faith. This significant event took place at the Church of Notre Dame des Grâces du Chant d'Oiseau in Woluwé-Saint-Pierre, attracting more than 550 pupils of all ages and their parents. It was a celebration marked by dynamism and communion.  Forming together At the first meeting at the Foyer Catholique Européen on Tuesday 24 October, the teachers had the honour of meeting Father Dalibor Renić. This opportunity led to fruitful exchanges and enriching presentations, laying the foundations for a promising collaboration. Spirituality took on its full meaning at the first teachers' retreat of the year, held at the Benedictine nuns in Rixensart. From Saturday 18 to Sunday 19, sixteen teachers had the privilege of benefiting from Father Dalibor's teachings on the experience of God and prayer. The programme, balanced between teaching, personal meditation and group discussions, encouraged in-depth reflection. Eucharists together and vespers sung with the sisters helped to strengthen the spiritual bond. The convivial evening over a Belgian Trappist beer was an opportunity to draw up projects for the team and for the teaching of religion in the ES, sealing moments of sharing and conviviality between the teachers. Our work is a forest that grows without making a sound - according to Pope Francis, who uses this ecological comparison to highlight the sincere efforts of the people who, every day, devote themselves with honesty and dedication to the service of young people. This spiritual reopening promises a year rich in learning and exchange, in which faith and community will play a central role in the educational life of the European Schools in Brussels.

Piotr Marmuszewski is a Polish Jesuit who was sent to Brussels for his 2 year regency. He gives a personal testimonial of his life experience in the heart of Europe.  Living in Brussels and working in the European schools and in the Chapel for Europe offers the opportunity to broaden the view of the world and of Christianity. For a Jesuit regent with no previous extensive contacts with people of different faiths and cultures, this perspective becomes truly broad. The initial fears of lack of contacts and loneliness soon became nothing, and new international acquaintances and engagements filled much of the time. Mission at the chapel involves working with different Christian denominations and running groups for people seeking God and those wishing to have an intimate relationship with Him. Christians of different denominations praying together, learning from one another and sensitising their hearts to different approaches to the Creator is an indispensable part and great value of this experience. Initially it was a challenge to confront expectations about the number of people attending the prayer meetings. However, it quickly became apparent that although the numbers were not overwhelming, the quality and desire for God in those present have brought beautiful fruits of deepening faith, cooperation and new friendships. Working at the school is a return to what is familiar and yet also new, because in a completely different context from the rural school in southern Poland. European schools are places where pupils from all EU countries, at least one of whose parents works in the European institutions, learn. In order to respect the cultural diversity of the pupils and at the same time enable them to relate to one another, there is a strong emphasis on language learning and mutual respect. Each school has language sections that allow pupils to communicate in their mother tongue, but over time more and more subjects are in other languages of the pupil's choice. The languages of administration are English and French so there is the greatest emphasis on them. European schools are known for their high standards of inclusivity and cultural and religious diversity, so pupils have the opportunity to choose courses that correspond to their chosen religious convictions. Teaching Catholic religion in secondary and primary schools, I can observe first-hand the increasing secularisation of pupils and their parents. Although the majority of pupils are baptised, only a few individuals are still practising. The task one necessarily faces is to convey to pupils Christian anthropology, the beauty of the Catholic faith and the immense mercy of a God who loves and seeks every person. A positive aspect of the teaching is the opportunity to observe the development of pupils who are able to be sincere, open and respectful towards every human being. It is also noteworthy that there are also pupils who get involved in the extracurricular activities of the MAGIS group, which has been opened to secondary school pupils who want to do something more for themselves and others. It is also very rewarding to be in contact with other teachers and to cooperate in organising trips and retreats for students and teachers. Looking back on my year and a half in Brussels, I have to say that working for the people in the schools and the chapel has brought great satisfaction and a lot of joy. A positive aspect of this time and a great blessing has also been the collaboration with other Jesuits from the St Benedict's community. They are the ones who are supportive in the more difficult moments and provide help whenever needed. On the horizon are the final months of the regency, which will be mostly filled with work with small groups of people who want to live in an intimate relationship with Christ. Work of a pastoral nature always requires some effort and stepping out of one's comfort zone, but in places like Brussels it is especially required and extremely rewarding. That is why I am already looking forward to more prayer meetings, retreats and all that the Lord has prepared for us for this final time here.

On 1 September 2021, Ms Annie Thumelaire (right on the picture) will take over from Ms Ulrike Neugebauer (left on the picture) as the person responsible for religion classes in the five European Schools in Brussels. She will do this as part of the responsibility for European pastoral care entrusted to the Jesuit Conference of Europe by the Archdiocese of Brussels. The president of the Jesuit Conference of European Provincials, Franck Janin S.J. expresses his gratitude: "For nine years, Mrs Neugebauer has carried out this task with passion, competence and unwavering determination to ensure that religion classes retain their rightful place in the European schools. I would like to thank her very much for this. I wish Mrs Thumelaire all the energy and grace she needs to accomplish her task."  Ms. Thumelaire in the first person  I was born in Ath in 1967, the mother of three grown boys. After studying at the Royal Conservatory of Music in Brussels and, at the same time, Catechetical Sciences at the Lumen Vitae Institute of the Society of Jesus in Brussels (where I met my husband!), I began my career as a religion teacher 33 years ago.  Teaching religion has always been and remains a driving force in my life.  My favourite hobbies are music, which I have been practising since I was a child, reading, travelling and cooking. Speaking of music, Johann Sebastian Bach represents the musical genius in my eyes, although it is Dvořák's cello concerto that always provokes great emotion in me.  As a teenager, I discovered the figure of Saint Francis on a trip to Assisi. The artistic and natural side of his spirituality is certainly not foreign to the fascination he exerted on my spiritual journey. Nevertheless, today I would say that it is above all Teresa of Avila who guides and inspires me through her writings, her journey, and above all her character. I love it when she addresses her sisters and writes in The Book of the Foundations: "...understand that the Lord is in the middle of the pots...". Her formula makes me smile, but expresses so well the presence of Christ in our daily lives.  Among the many challenges I face as coordinator of the Catholic religion courses in the European Schools in Brussels, I would like to highlight two: on the one hand, the importance of making the religion course relevant by providing excellent teaching and, on the other hand, the need to pay particular attention to building a solid team of competent, supportive, invested and committed teachers. I dream of a religion class that is a space where teachers and students find meaning, where everyone feels concerned, included, listened to, trusted and can experience God's tenderness. In my opinion, Ignatian pedagogy, as I know it, is an exemplary reference for moving towards this goal.