Editorial

How a school recognises and rewards students powerfully shapes what young people come to value. In a Christian community, these practices are never merely administrative; they help form our students’ understanding of success, identity, and purpose. At MECS, our aim is that recognition and celebration align with a biblically informed vision of education—one that helps students know God, discover their gifts, and use them in service to Him and others. 

We begin with a core conviction: every student is created in the image of God and therefore has inherent worth (Genesis 1:27). God gives a rich diversity of gifts to His people, and no single gift should be elevated above another (1 Corinthians 12:14–27). In practical terms, that means we resist ranking students or narrowing 'success' to test scores, podiums, or popularity. Instead, we seek to notice and nurture a wide range of God-given abilities—academic, creative, relational, practical, physical, and spiritual. 

Because gifts are given by God, our first response is gratitude. The second is faithfulness—using those gifts to honour God and serve others (Romans 12:1–2; Philippians 2:3–4). 

For education, this reframes success: not as outperforming peers but as growing in character, wisdom, and contribution to community (Colossians 3:23–24). This is why we place strong emphasis on personal growth and shared celebration, rather than a culture of comparison. 

Recently we have introduced awards at assemblies based around the MECS threads and some may be curious as to why we do this when we don’t present regular academic awards as many schools do.  

To understand this practice and how it is aligned with our vision, it helps to distinguish three ideas: 

• Recognition: 'Calling out' Christlike qualities and faithful action: kindness, perseverance, humility, justice, gratitude, teamwork. Jesus and the apostle Paul model this generous naming of faith and service (Matthew 8:10; Mark 12:41–44; Romans 16:1–7; Philippians 2:22). 
• Reward: From a biblical perspective, reward is oriented toward eternal treasure—formed in faithful obedience—rather than earthly prizes or status (Matthew 6:19–21; 19:21). 

• Celebration: A community’s joyful response to what the Lord has done (Psalm 95:2; 145:7; Philippians 4:4), giving thanks for God’s work in and through students, classes, teams, and the school. 

   

While community celebration and recognition of imagebearing qualities align well with a biblical vision, rewarding students simply for raw, Godgiven ability does not. Scripture reminds us that “we have different gifts, according to the grace given to each of us”, and these are to be used in service (Romans 12:3–6). It makes little sense, even on commonsense grounds, to reward someone for 'raw materials' they did not earn. Rewarding innate ability can unintentionally tilt students toward selfcentredness, drawing attention away from love, worship, and gratitude to God. 

Our desire in presenting awards at assemblies based around the MECS threads, is to ‘call out’, as Jesus and Paul did, what it looks like to be an active disciple of Christ in our community, in order to encourage faithful obedience and a focus on God’s purposes.

Across all aspects of school life, it is important to continually reflect on the question: What is the end goal? Even in competitive contexts, like sport, we can celebrate excellence as a good gift from God without turning success into a hierarchy that elevates some while diminishing others. Done well, competition can foster gratitude, humility, and teamwork; done poorly, it can feed rivalry and comparison. 

Our heart is that every student is known, valued, and called. As we refine how we recognise, reward, and celebrate, we want our language and practices to consistently honour God, encourage faithfulness, and shape young people who seek His kingdom together. 

Emma Allison

Head of Secondary