Transforming our schools²⁸

158. We avoid being elitist in any way. We ensure that "concern with scholastic results, reputation, and income never be obstacles to opening our schools to those less gifted or belonging to economically disadvantaged families". ²⁹ In situations where no government assistance is available for running Catholic schools, we appeal to the solidarity of all to ensure our openness to the materially poor. ³⁰

159. We adapt the curriculum we offer, where this is possible, so as to provide better for the capabilities of students and respond to changing social realities: we include vocationally-oriented courses geared to their entry into the world of the professions and of work generally.

160. Working closely with others, we establish new schools, or change the sites of old ones, to serve families in impoverished and densely-populated areas, or those on the margins of society. We show similar enterprise in establishing vocational-training centres to address the aspirations of those seeking such further education or those excluded from formal schooling.

161. We identify as early as possible any students who are "at risk", and, in consultation with their families, we devise appropriate strategies of intervention. For such young people and for those with disabilities, we develop other specialised services or even establish alternative schools.

162. In situations where students and their families are suffering serious exploitation, we adopt an educational approach which is community-based, adapted to the social context, and specifically focused on assisting such youth to become active agents of their own improvement and of the transformation of society.