With the formal approval of Cardinal Sebastian Francis, Bishop of Penang, granted on 30 March 2026, the Penang Diocesan Catechetical Commission (PDCC) is embarking on a transformative journey to renew our diocesan catechism syllabus. This initiative, presented to all clergy during their monthly recollection in July 2026, represents a vital “pastoral conversion” to ensure the faith remains a living, breathing reality for our young people.

A Shared Vision with the Clergy

During the clergy presentations, we reflected on two biblical images from Pope Leo XIV’s encyclical Magnifica Humanitas: the Tower of Babel and Nehemiah. While Babel represents a technocratic paradigm that reduces persons to data, Nehemiah represents the priestly role—hearing the cry of a devastated city and working with the people to rebuild the walls of the faith brick by brick. Our clergy were reminded that they are the “first catechists” in their parishes, called not merely to be administrators but to be “catechists of catechists” who accompany their flock.

Why a New Syllabus?

The current syllabus, serving since 2006, was designed for a pre-smartphone era. Today, we face a “cultural transformation” where digital technology is not just a tool but a “spiritual habitat” (DC 19, 362). Our youth are caught in a “Digital Vortex” that shapes their identity through algorithmic mediation rather than an encounter with the Creator.

The new framework moves away from the “textbook coverage fallacy”—the mistaken belief that finishing a book equals formation—to a Catechumenal Model. As the Directory for Catechesis (2020) states, “The baptismal catechumenate is the model that inspires all catechesis” (DC 62).

The Master Framework

The renewed syllabus adopts a cyclical (spiral) approach, revisiting the core mysteries of faith & life (60 topics) with increasing depth across four developmental cycles. Each Cycle will follow the systematic five-fold process:

• Why be a Catholic?
• How to become a Catholic?
• How to live as a Catholic?
• How to deepen your life as a Catholic?
• How to become a Missionary Catholic?

There are normally about 30 Catechism Classes a year. 20 classes will cover the 20 topics, and 10 classes in a year will be used for revision with various activities: Para liturgy, Encounter Jesus session, Games(relationship building exercises), pilgrimage and/or outreach projects.

Implications for the Parish

This renewal calls for the parish to become an “apprenticeship of the entire Christian life” (DC 75) with the Kerygma as centre and part of on-going formation (DC 57). It implies a shift towards doing catechesis “WITH” families rather than just “FOR” them, recognizing parents as the primary catechists. Parishes need to

• offer on-going formation for the Evangelizing Catechists (DC 139-149),
• involve the youths to evangelize the youths (DC 250) and
• organize creative and participatory liturgies (DC 95) where the young will experience the mysteries that are celebrated with their daily lives.

Timeline for Action

• August – December 2026: Drafting of lessons and pilot runs in selected parishes.
• January – June 2027: Nihil Obstat phase for theological and doctrinal scrutiny.
• July – December 2027: Translation into BM, Tamil, and Mandarin.
• June 2026 – December 2027- Formation of all Catechists (Basic Course & How to use the New Syllabus)
• 2028 – 2030: Three-year trial run in all diocesan parishes.
• 2028- Formation of Parents of Young people.

At the conclusion of the Clergy presentation, the Bishop of Penang affirmed the direction taken by PDCC and thanked all who are working hard to accomplish this work. He also asked PDCC to keep the Malaysian Catechetical Commission (MCC) updated. In conclusion, he reminded the Clergy that the Universal Church had already for some time been speaking about how to respond to the changes taking place through the digital and AI revolution as evidence by the teachings of Pope St John Paul II, the latest Directory For Catechesis (2020) and the latest Encyclical by Pope Leo on AI. He shared that we are called to be “Bridge builders” but through the biblical image used by Pope Leo of Nehemiah, we are also called to “Build Walls” to protect God’s people especially the young who are most vulnerable and impressionable. Finally, he also gave a word of caution that in spite of all we do, there will be casualties and we as a Church have to, in the words of Pope Francis “Be a Field Hospital’ to bring healing and deliverance to those who have fallen.

Let us then as Evangelizing Catechists, move forward as “wise architects” to ensure that our children do not just “learn religion,” but truly meet Jesus Christ.

 The parish community of the Sacred Heart Church, Kulim came together in deep faith and joyful fellowship to celebrate the Feast of the Sacred Heart of Jesus in June 2026. The evening began with a solemn outdoor Blessed Sacrament procession through the streets of Kulim. Hundreds of parishioners followed reverently with candles in hand, singing hymns and offering prayers for peace and renewal. Beneath a flower-adorned canopy, the radiant monstrance symbolized Christ’s love shining upon the town—a moving reminder that His Heart burns with mercy and compassion for all.

After the procession, the faithful gathered in the church for the Feast Day Mass, celebrated with heartfelt devotion. The liturgy reflected the theme of the Sacred Heart—God’s boundless love and mercy. In the homily, the congregation was encouraged to live out this love in their daily lives: reaching out to those in need, nurturing unity within families, and strengthening the bonds within the parish. The celebration concluded with a fellowship dinner in the parish hall, where laughter and warm conversation filled the air. Volunteers served delicious local dishes, and parishioners of all ages shared stories and gratitude for the blessings of the day. The event beautifully reflected the spirit of the Sacred Heart—love expressed through prayer, service, and togetherness.

Voices from the Congregation about the celebration

“The Sacred Heart of Jesus is the very name of our parish. His Heart is aflame with love, mercy, and kindness. It was heartening to see our catechism children and youth deeply involved in the celebration, assisting with traffic during the procession, serving as altar servers, and carrying flowers during the outdoor procession. It was wonderful to see their heartfelt joy and spiritual reverence.” – Sister Jane, Catechist

Other parishioners shared:

“Walking with the Blessed Sacrament through town reminded me that Jesus walks with us in every part of our lives.” – Parishioner 1

“The fellowship dinner afterward felt like being part of one big family—faith truly brings us together.” – Parishioner 2

Catechists are among the Church’s most important formators that accompany children and young people as they encounter Christ through Sacred Scripture, the sacraments and prayer. At the heart of this ministry is helping them discover what it means to live as beloved sons and daughters of God.

Children and young people today are growing-up in a postmodern culture shaped by competing understandings of identity, purpose and belonging. Conversations about friendship, body image, family and romantic relationships, success and self-worth often emerge directly or indirectly in catechism classes and interpersonal student-teacher-friend interactions. Beneath these conversations lies a deeper question that every person asks, ‘Who am I?’.

The Catechism of the Catholic Church’s response to this question is life-giving. Every person is created in the image and likeness of God, redeemed by Christ and called to communion with Him. This truth provides the foundation upon which the Christian life is built.

In an era that is frequently confused about identity and meaning, St. John Paul II’s Theology of the Body offers catechists a pivotal resource. While the Theology of the Body is often viewed through the lens of marriage and human sexuality, its theological foundations extend well beyond these themes. Rooted in Christ’s invitation to return ‘to the beginning’, it recovers God’s original plan – that every person is created in His image, is called to communion, and made for self-giving love.

While introducing the Theology of the Body is important, its deeper contribution lies in offering a theological lens through which the whole of catechesis can be understood. Through this lens, Creation reveals each child’s God-given dignity, the sacraments draw them into Christ’s life, and Christian morality is lived as a response to God’s love. Rather than presenting the faith as a series of disconnected doctrines, catechesis invites children to see the coherence of God’s loving plan for humanity.

The story of Creation, for example, can invite children to reflect on why humanity alone is created in the image and likeness of God. This simple shift encourages them to see themselves, the unborn, and those who are lonely, different or struggling with the dignity that God has already bestowed on every person.

Creative pedagogy can deepen theological understanding by helping children encounter, rather than simply learn about, the faith. Sacred art, storytelling, guided reflection, body mapping, saint role plays and acts of service invite them to discover that they are created in God’s image, called to communion and made for love. In this way, catechesis forms mind, heart and soul.

My work in public health has shown me that people flourish when they know they are loved, valued and belong. The Theology of the Body deepens this insight by reminding us that every person is created ‘by Love, for love and to become a sincere gift to others’. Helping children discover this truth may be one of catechesis’ greatest contributions to their lifelong formation.

The invitation here is to introduce the Theology of the Body not only as a catechetical topic, but also as a theological lens through which the faith is taught. Over time, its vision of the human person can bring greater unity to Scripture, the sacraments, Christian morality and vocation, enabling catechesis to form young disciples who know Christ, understand their God-given dignity and live in the Joy of the Gospel.

Reflecting on Pope Leo XIV’s first encyclical, Magnifica Humanitas (Magnificent Humanity), May 2026

Artificial intelligence (AI) is now part of our everyday lives. It answers our questions, finishes our sentences, suggests what to watch, and even writes essays. Many of us, whether teachers, parents or children, use it without thinking twice. So, what does our faith have to say about it?

In May 2026, Pope Leo XIV gave us his first encyclical, Magnifica Humanitas. The Pope’s message is both hopeful and clear. AI is not evil, and the Church is not against new technology. However, he reminds us, technology is never neutral as it carries the values of the people who design and use it. So, we must guide it wisely, always asking one question: does this help people truly flourish?

Three simple ideas from the Pope

• We are made in God’s image. Our worth is a gift. The Pope teaches that the dignity of each person is neither acquired nor earned, nor does it need to be justified. It does not depend on what we produce or how useful we are.
• AI can imitate us, but it cannot love. It has no conscience, no empathy, no soul. Love, work and responsibility remain uniquely human.
• We must remain human. The Pope calls us to remain profoundly human and to treasure a grandeur in the person that no machine can ever replace.

For Evangelizing Catechists

AI can be a helpful classroom assistant, but only if it stays a tool and never the teacher of the faith. A few practical ways to begin:

• Use AI to save time, not to replace prayer or witness. Let it help you draft quizzes, brainstorm activity ideas or simplify Scripture passages and then review it carefully, because AI can be confidently wrong.
• Always verify against trusted sources. Compare anything AI produces with the Catechism of the Catholic Church (CCC), the YOUCAT and Church teachings before using it with children.
• Teach discernment, not just facts. Ask your class: “Can a machine pray? Can it forgive? Can it love you?” These questions open beautiful conversations about the soul.
• Protect real encounter. The Pope warns against technology that isolates us. Fill your sessions with discussion, eye contact, shared prayer and human warmth – the things no app can provide.

For Parents

You are your child’s first teacher of the faith, and that has not changed. AI makes your role more important, not less.

• Be curious together. Sit with your children when they use AI. Ask what it told them, and gently talk about whether it is true, kind and helpful.
• Guard family time. Phones and clever apps are designed to capture attention. Protect meals, night prayers and Sunday Mass as screen-free moments of real togetherness.
• Model healthy technology use. Children copy what they see. Let them notice you putting the phone down to listen, to pray, and to be fully present.
• Talk about human dignity. Remind your children that a person is precious because God made them. Not because of likes, followers or how productive they are.

For Children

Here are simple things to remember and try.

• You are wonderfully made. God loves you just for being you. Not for being fast, clever or useful. A computer can never be loved the way God loves you.
• A robot can talk, but it cannot care. AI does not have a heart or a soul. Only people can truly love, forgive and pray.
• Use, then unplug. Enjoy helpful technology, then switch off and play, help at home, and spend time with family and friends.
• Always ask a trusted adult. If something online confuses or worries you, tell a parent, teacher or catechist. Real people are there to help you.

Our hope

Pope Leo XIV does not ask us to fear the future, but to face it as Catholics with wisdom, courage and love. AI may help us heal the sick, educate the young and connect people across the world. But the Pope reminds us, technology is never neutral, and there is a grandeur in the human person that no machine can ever replace. The real question is not how powerful our machines become, but whether we will remember what it truly means to be human. Even in the age of AI, may we bear witness to the grandeur of humanity, in which God has made His dwelling.

The ministry of Catechesis is much more than the transmission of religious knowledge. It is not merely about teaching doctrines, preparing candidates for the sacraments, or helping people memorize prayers and teachings of the Church. While these are important, the ultimate purpose of Catechesis is to lead God’s people to the faith. Every human person is created by God and for God. Deep within every heart is a longing for something greater than ourselves. St. Augustine beautifully expressed this truth when he said:

“You have made us for Yourself, O Lord, and our hearts are restless until they rest in You.”

These words continue to speak to every generation. They remind us that the human heart seeks meaning, purpose, peace, and happiness. Ultimately, this longing can only be fulfilled by God Himself. Our role as catechists is to help people recognize this longing and discover that God alone can satisfy the deepest desires of the human heart. The purpose of Catechesis, therefore, is to awaken faith and lead people to encounter the One for whom they were created. What is this faith that we seek to nurture? Our faith is centred on the Person of Jesus Christ. Christianity is not primarily a philosophy, a moral system, or a set of religious practices. Christianity is a relationship with Jesus Christ, the Son of God. The Gospel of John 1:14 tells us:

“The Word became flesh and dwelt among us.”

Jesus Christ is the Living Word of God. In Him, God enters human history. Through His Incarnation, God reveals His face to humanity. Therefore, the goal of every catechetical programme, every lesson, every formation session, and every sacramental preparation is to lead people to encounter Jesus Christ personally. When people encounter Christ, they discover that through Him they have access to the Father. This is beautifully expressed in the great doxology proclaimed at every Eucharist:

“Through Him, and with Him, and in Him, O God, Almighty Father, in the unity of the Holy Spirit, all glory and honour is Yours, forever and ever.”

Catechesis must help the faithful appreciate this profound mystery—that through Jesus Christ we are brought into communion with God the Father in the unity of the Holy Spirit. The late Pope Francis has often reminded us that Catechesis is not about memorizing religious facts. Rather, its purpose is to facilitate a living encounter with Jesus Christ. Such an encounter transforms lives and empowers us to become who God created us to be.

In this journey of faith formation, I would like to highlight three important dimensions.

1. Catechesis helps us discover ourselves. Unless we know ourselves as beloved children of God, it becomes difficult to hear God’s voice and discern His will. Faith formation helps us recognize our dignity, our vocation, and our identity as sons and daughters of God.
2. Catechesis helps us discover others. Faith is never a private possession. It draws us into relationships. It teaches us to move beyond self-centredness and to encounter our brothers and sisters with love, compassion, and understanding. We grow in faith through communion with others.
3. Catechesis leads us to discover God. The ultimate purpose of all faith formation is to foster an intimate and personal relationship with the living God. The more we come to know ourselves and others, the more we become capable of knowing and loving God.

Knowing oneself, knowing others, and knowing God form the foundation of true communion. This communion finds its origin in the mystery of the Holy Trinity. The Father loves the Son. The Son loves the Father. The Holy Spirit is the bond of love between the Father and the Son. We are created in the image of this Trinitarian God. Therefore, every catechetical effort must ultimately lead people into communion—with God and with one another.

My dear brothers and sisters, there is another important lesson that we must never forget. While we catechize others, we ourselves are continually being catechized. As catechists, we are not merely teachers. We remain disciples. Jesus teaches us in Matthew 25:40:

“Whatever you did for one of the least of these brothers and sisters of mine, you did for me.”

When we serve the poor, the sick, the hungry, the imprisoned, and the stranger, we encounter Christ Himself. In these encounters, Christ becomes our teacher. Through the lives of those we serve, He forms our hearts in humility, compassion, patience, and mercy. In serving others, we ourselves are evangelized and catechized by the Lord. This reminds us that Catechesis is not only a ministry of teaching but also a ministry of listening, learning, and on-going conversion.

As I conclude, I wish to remind all of us that faith is ultimately a gift from God. The seed of faith planted within us must be nourished and allowed to grow. Prayer remains the essential means through which this growth takes place. Prayer enables us to enter into a personal relationship with the living God. Through prayer, we come to know Jesus more deeply. Through prayer, we encounter Him in the ordinary and concrete realities of daily life.

The task entrusted to us as catechists is therefore both beautiful and sacred: to lead God’s people to the knowledge of the faith by leading them to Jesus Christ. May our Catechetical ministry help every person discover who they are, grow in communion with others, and ultimately enter into a living relationship with the Triune God. May we never cease to be catechists who are ourselves continually being catechized by Christ.

Thank you for your dedication, your generosity and your witness to the Gospel.

May God bless all of you and your ministry abundantly.

In today’s “culture of zapping” and pervasive “digital noise,” hearing God’s voice is harder than ever. For evangelizing catechists, discernment is vital because we are called to move from “passive task completion” to an “active mission”. We are not just teaching facts; we are helping students and our own families recognize the “sense of faith” (sensus fidei) that the Holy Spirit has placed in every baptized person.

Simple Principles of Discernment: Discernment is the prayerful process of recognizing what God is asking of us right now.

1. Pray for Light: Always begin a decision by asking the Holy Spirit for guidance, treating God as a Father rather than a taskmaster.
2. Consolation vs. Desolation: Notice your inner movements. “Spiritual consolation” (from the Holy Spirit) brings deep peace, love, and hope. “Spiritual desolation” (not from God) brings confusion, fear, and selfish motives.
3. The Word of God: Authentic inspirations always harmonize with the Gospel and Church teaching; the Spirit never contradicts Divine Law.

Practical Application

• At the Catechism/RCIA Class: Instead of asking only “Is this lesson efficient?”, ask “What helps my students grow in holiness?”. Spend time in prayer as you prepare for your lessons. Listen to the inspirations of the Holy Spirit. Listen to the Holy Spirit when a student raises a difficult question, listen fully without interrupting before responding, then see where the group finds a shared sense of peace and clarity.
• At Home: In relationships with your spouse and children, use discernment to make Jesus the centre of your “domestic church”. For example, before a major purchase or choice for a child’s schooling, take time for silent prayer together. If a path brings a lasting “sense of rightness” and peace, it is often a sign of God’s confirmation.

By living this way, we become docile to the Spirit, ensuring our teaching and our homes reflect the “divine fingerprint” of grace.

From 31 May to 1 June 2026, 56 Evangelizing Catechists (ECs) and EC Coordinators from the Penang Diocese gathered at Minor Basilica of St Anne, Bukit Mertajam, for the Becoming an Evangelizing Catechist (EC) [Module 1 of Evangelizing Catechist Basic Course] Formation Programme organised by the Penang Diocesan Catechetical Commission (PDCC). Facilitated by seven experienced ECs from various parishes who were guided by Michael Xavier (MSET – Mission Speakers Experience Team) and supported by a dedicated organising team, the formation was aimed at deepening participants’ understanding of their identity, calling, and mission as ECs in today’s Church.

The two-day programme consisted of seven formation sessions covering topics such as the need for a paradigm shift in catechetical ministry, self-evangelization, the role of the Holy Spirit, evangelization and catechesis, personal obstacles in ministry, charisms, and goal-setting for effective catechetical service. Each session was followed by group discussions, allowing participants to reflect on how the themes presented could be applied within their own parish realities.

In his opening session, lead facilitator Mark Stephen emphasised that catechesis is rooted in the kerygma—the proclamation of the Good News through Sacred Scripture, the Gospel message, and personal witness. He reminded participants that the word catechesis originates from the Greek word meaning “to echo.” Thus, the primary mission of a catechist is not merely to teach, but to echo the teachings of Christ and the Church by both word and example. Participants were also encouraged to cultivate a personal relationship with Jesus, recognising that authentic evangelization flows from personal encounter and experience. Throughout the formation, ECs were reminded that one cannot share what one has not personally experienced; effective catechesis begins with a living relationship with Christ and a willingness to witness to His presence in one’s own life.

A distinctive feature of the formation was its deeply prayerful atmosphere. Every session began and ended with prayer, while praise and worship hymns were woven into the programme. Participants were continually encouraged to seek the guidance of the Holy Spirit in both their personal lives and ministry. Beyond learning about evangelization, the formation emphasised the importance of listening to the Holy Spirit and discerning His voice when making decisions, facing challenges, and carrying out pastoral responsibilities.

The programme also highlighted an important shift in understanding the role of ECs. Participants reflected on how catechesis extends beyond delivering a syllabus or preparing children for the Sacraments. Rather, ECs are called to accompany young people on their faith journey, helping them encounter Christ in a personal and meaningful way. Lessons should engage not only the minds of students and adults but also their hearts, allowing the Gospel message to take root in their daily lives. The ECs were guided through an application process of incorporating evangelizing and catechesis in the catechism class.

I am not a specialist in neurodiversity. I write as a mother who walks this journey every day and as a catechist who hopes our faith communities can become places where every child encounters the love of Christ.

During a recent seminar on Evangelising Catechists, I found myself reflecting on what it truly means to evangelise. As catechists, we are called not only to teach the faith but also to lead others into a deeper encounter with Jesus Christ. For me, that reflection became deeply personal. As the parent of a neurodivergent child, I have come to realise that an evangelising catechist does more than teach about Jesus; he or she reveals Jesus through patience, compassion, and a willingness to accompany neurodivergent children on their unique journey of faith.

My daughter has taught me lessons that no textbook, seminar, or training programme could ever teach. Raising a neurodivergent child has brought moments of joy, growth, frustration, exhaustion, and grace. It has challenged my assumptions, stretched my patience, and deepened my understanding of unconditional love. More importantly, it has transformed the way I see children, both as a mother and as a catechist.

There was a time when I found myself watching not the lesson, but the faces around my child. Parents of neurodivergent children often become experts at reading expressions. We notice the curious looks, the impatience, the misunderstanding, and occasionally, the kindness. Sometimes, before our child is welcomed into a community, we are silently asking ourselves whether there is room for us there too. We wonder whether our child will be accepted, whether others will see beyond the behaviour, and whether we will once again need to explain what others do not understand.

Many catechists enter the classroom with generous hearts and a sincere desire to share the Good News. Yet catechism classes are often structured around expectations that children will sit quietly, listen attentively, follow instructions, and participate in a particular way. Neurodivergent children may experience these expectations differently. Some may struggle to remain seated for long periods, process verbal instructions, cope with sensory stimulation, or communicate their needs effectively. What may appear to be disobedience, inattentiveness, or lack of interest may in fact be a child communicating distress, confusion, anxiety, or sensory overload.

Raising my daughter has taught me that behaviour is often communication. Behind every outburst, refusal, shutdown, or meltdown is usually a child trying to express something they do not yet have the words to say. This lesson has shaped not only my parenting but also my ministry as a catechist. It has challenged me to move beyond asking, “Why is this child behaving this way?” and instead ask, “What is this child trying to tell me?”

As catechists, we are invited to do the same. Sacred Scripture reminds us that while people look at outward appearances, God looks at the heart (1 Samuel 16:7). Every child who enters our classroom is first and foremost a beloved child of God. Before we notice a diagnosis, a challenge, or a difference, we are called to recognise the dignity and worth that God has already placed within that child.

This understanding is echoed in the teaching of the Church. Pope Francis has often reminded us that the Church is called to be a place of accompaniment, mercy, and welcome, especially for those who may feel excluded or overlooked. Pope Leo XIV continues to emphasise the dignity of every human person and the importance of recognising the gifts that each individual brings to the community. Together, these reminders point us back to a simple but profound truth, every child is valued not because of what they can achieve or how well they fit our expectations, but because they are created in the image and likeness of God.

This truth applies equally to neurodivergent children. Their dignity does not depend on their ability to sit quietly, follow instructions perfectly, or learn in the same way as others. Their dignity comes from God.

I sometimes wonder how Jesus would respond to a child who could not sit still during class, who interrupted frequently, who became overwhelmed by noise, or who struggled to follow instructions. The Gospels give us the answer. Jesus never turned away those whom society found difficult, inconvenient, misunderstood, or different. Instead, He drew them closer. He saw beyond labels and expectations. He saw the person.

When the disciples tried to prevent children from approaching Him, Jesus responded with words that continue to challenge the Church today, “Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these” (Matthew 19:14).

As catechists, this Gospel invitation deserves our reflection. Are we helping children come to Jesus, or are there times when our expectations, assumptions, or lack of understanding become obstacles in their path? Evangelisation begins when we remove those obstacles and create spaces where every child feels welcomed, understood, and loved.

Before a child can fully receive a lesson, the child must first feel safe, accepted, and valued. A warm smile, a gentle word of encouragement, remembering a child’s name, or showing patience during a difficult moment can communicate Christ’s love more powerfully than the most carefully prepared lesson. Children may not remember every activity, worksheet, or lesson plan, but they often remember how they were treated.

An evangelising catechist seeks not only to teach lessons but also to create conditions in which children can encounter Christ. This may involve using clear and simple instructions, maintaining consistent routines, providing visual supports, allowing appropriate movement when needed, and communicating openly with parents. It also means exercising patience, avoiding public criticism, celebrating small successes, and recognising that every child learns and expresses faith differently.

These adaptations do not lower expectations. Rather, they create opportunities for children to encounter Christ according to their individual strengths, needs, and abilities. What may seem like a small act of understanding can become a powerful moment of evangelisation when a child experiences acceptance, belonging, and the love of Christ through the actions of a catechist.

At the same time, neurodivergent children have much to teach the Church. Too often, conversations focus only on what they need from us. Perhaps we should also consider what we can learn from them. Many neurodivergent children demonstrate remarkable honesty, perseverance, creativity, authenticity, and resilience. They remind us that growth does not always follow a predictable path and that God’s grace is not measured by outward performance. Their presence challenges us to become more patient, more compassionate, and more attentive to the many ways God works in human lives.

An inclusive catechetical community is not built merely through programmes or policies. It is built through relationships rooted in the love of Christ. When catechists, parents, parish leaders, and faith communities work together, children experience the Church as a place where they truly belong. They learn that they are valued not because they fit a particular mould, but because they are loved by God.

Pope Francis often reminds us that the Church is called to accompany people on their journey of faith. Neurodivergent children and their families need that accompaniment too. They need communities that walk alongside them with patience, understanding, and hope. They need catechists who are willing to see beyond challenges and recognise the gifts that each child brings to the Body of Christ, gifts that enrich the whole Church.

An evangelising catechist does more than teach about Jesus; he or she reveals Jesus through patience, compassion, and a willingness to accompany neurodivergent children on their unique journey of faith. When every child feels welcomed, understood, and loved, catechesis becomes more than instruction. It becomes an encounter with Christ Himself.

As catechists, parents, and faith communities, may we continue to ask ourselves, “Are we helping children come to Jesus, or are there obstacles we still need to remove?”. For when every child is welcomed with the love of Christ, the Gospel is not only taught. It is lived.

The GROW (God Redeeming Our World) course has been a very insightful and meaningful journey for me. It has helped me deepen my personal relationship with God by encouraging me to spend more time reflecting, praying, and understanding His purpose in my life. Through the lessons and sharing sessions, I learned the importance of trusting God even during difficult times and remaining faithful in both small and big matters. I am reminded that spiritual growth is a continuous process and that having faith brings strength, peace, and direction.

One of the most meaningful lessons I gained from the course was learning to live with love, patience, humility, and forgiveness. This resonated with me, because although we often face stress, misunderstandings, and challenges in our daily lives, I have learned to respond with more kindness and wisdom; instead of reacting emotionally. I am also encouraged to be more grateful and mindful of the blessings around me.

The course has also positively influenced my daily life and interactions with others. I realised that I have become more patient, understanding, and intentional in the way that I speak and treat people. It has also motivated me to become more self-disciplined in setting aside time for prayer and reflection despite having a busy schedule.

I would like to express my sincere appreciation to Splendour Project, Rev Deacon Prof. Dr. Sherman Kuek from the Melaka/Johor Diocese, and the entire team for providing such well-prepared materials that were easy to access, follow, and understand. Their dedication and effort have truly made the learning experience smooth and encouraging. I am also very thankful for the patience and understanding shown by the team in allowing me extended time to complete the course. One challenge I had faced was balancing the course with work and other commitments, but with their support and encouragement, I was able to complete it successfully. Overall, it was truly a rewarding and enriching experience.