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The challenges facing youth today are greater than ever before.  Whenever disturbing reports about today's youth appear in the media, the tendency is to say "Why don't the schools/parents do something about it?"

Whereas this might be a question for all of society, it is true that the school is the main frontline institution for most adolescents, at a time when they are making important moral and social choices in their lives. Spending between six and eight hours a day in school, they are exposed to the influence of their teachers, the school curriculum, and their schoolmates. Reports from many parts of the country however, reveal a disturbing picture of the school environment in which they spend so much of their time. Many schools have been affected by AIDS, alcohol and drug abuse, violence, theft, disruptive behaviour and other problems.

It is estimated that three and a half million youth in South Africa have experimented with drugs and similar substances during the past year. One in six are expected to become drug dependent. Suicide has now become a leading cause of death in the 15 to 24 years age group.  AIDS however is surging ahead and the spread of HIV infection is particularly alarming, with indications that in some of our schools the clear majority of pupils are already infected. No school is untouched, or can afford to be complacent. 

It is unfortunate that the schools, where noble characteristics, virtues, knowledge and good citizenship are to be learned, should face such serious challenges. Many parents and educators have now realised that teaching our young people academic subjects alone is not enough. Far too often, the teaching of moral values and life skills has been relegated to a secondary position. It needs to be considered as basic, along with the languages, sciences and other core subjects.  It is often argued that moral education should permeate the curriculum, in different subjects, in all that is said and done in the school, rather than be confined to a narrow space in the curriculum. Realistically though, the pressing need now is for a model of developing virtues and social skills which can be readily implemented in schools, and indeed by a variety of youth groups, religious or otherwise.