Much of why we struggle to comprehend God comes from our own limitations. Sure, sin has dulled our senses, but we are also hindered by a limited understanding of ourselves and surroundings.  This creates an almost constant need for each of us to recognize the things that we are not.  We can’t by our very nature excel at everything, therefore we must be humble and intentional in understanding our own perspectives and tendencies while also seeking to grow from the perspectives and tendencies of others.

Embracing this idea may be uncomfortable and may lead to a lower view of self (which is usually a source of worry or concern for us), but there is great joy in acknowledging our need for others.  The Apostle Paul encouraged the people at the church in Corinth to value both their own spiritual gifts, as well as valuing how the gifts of others served and built the body of Christ (1 Corinthians 12:12-31).  This sharing of gifts is not only valued but needed. When we find ourselves feeling under-resourced and under-equipped, there is often a great opportunity to be blessed by the giftedness of others!

While school reformers typically do not pursue policy or practice solutions from scripture, research has shown that this idea of sharing our gifts is incredibly beneficial in supporting our students who need it the most. According to a National Education Association (NEA) policy brief, “when schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher-level programs.”  The idea of the whole-child does not just relate to school and curricular programming but is a statement of the obvious. Our children are complex beings that exist in a complex world with complex problems calling for complex solutions. Our kids need our collective energy and investment to thrive. Again, the NEA has spoken to this reality saying, “Education reform efforts that focus solely on classrooms and schools are leaving out critical factors essential for long-term success.”

So, what does this mean at TRS? We believe that our students exist in community and need it to thrive. We are thankful for every school, church, neighbor, and friend that make up this local community. We love meeting new people and finding ways to know and serve each other. We also believe there is a mutual call to share our gifts with others. We have a strong commitment to provide our students with an excellent Christian education, but we are also continually looking for connections and resources outside of ourselves to help and serve the families. This community of sharing is beautifully demonstrated by the businesses, churches, and organizations who have provided services for TRS.  Some of these services have included: mental health support for our families, financial support for student scholarships, facility use for school events, professional expertise for teacher and parent training, and many other services that are a great blessing to our school. Only through such an outpouring from our community would these services be possible for us.

At TRS we believe the all-encompassing nature of the Gospel speaks life into our students in such a way that no barrier or difficulty can overcome. We believe that saving faith in Jesus Christ will not only change our students for eternity but that they will be continually blessed by the care and correction belonging to those in the family of faith. Knowing this, we’re thankful for how Christ fills in the pieces for both child and adult alike at TRS!

By: DeSean Dyson, Head of School



Suggested Readings:

Parent, Family, Community Involvement in Education

A National Educational Imperative: Support for Community-Based, Integrated Student Services in the Re-authorization of the Elementary and Secondary Education Act

1st Corinthians Chapter 12