1. Catholic Social Teaching
Subsidiarity

2. Background
Social encyclicals have reaffirmed previous encyclicals whilst putting forward new principles and ideas reflecting the changing nature of society and the world.
In 1931, on 40th anniversary of Rerum Novarum Pope Pius XI released his social letter Quadragesimo anno (Reconstruction of the Social Order)
Like his predecessor Leo XIII, his social encyclical was responding to the issues of the day including:
The Great Depression – as a result of unregulated capitalism
German and Italian totalitarian socialism and Soviet communism
In his letter, the Pope identified the great peril to human freedom and dignity arising from these new political and economic situations. One of his concerns was the excessive involvement of the state in peoples’ lives. Drawing on earlier Catholic thought he called for reconstruction of the social order based on the principle of subsidiarity and solidarity.

3. Subsidiarity
Pope Pius XI introduced the wider Catholic community to subsidiarity.
This principle is based in the dignity of the human individual and the principle that everything in society, institutions both private and public, should be in the service of the human person.
Subsidiarity recognises that persons are by their nature social beings, and emphasises the importance of small and intermediate-sized communities or institutions, like the family. It demands that large and complex organisations and systems cannot take on functions that are best suited to be carried out by small, local and simpler organisations.
The family is the basic unit of society and amongst its responsibility is the formation and education of the young. So important is the Church’s belief that parents are the first educators of their children that it enshrines this in the Law of the Church. (Canon 796, n. 2).1

4. Subsidiarity and schools
The concept that parents are the first educators’ is based on subsidiarity. But the Church also recognises “Parents also have the right to that assistance, to be furnished by civil society, which they need to secure the Catholic education of their children.”2
In other words, because parents cannot educate their children by themselves a different level of organisation is required e.g. the Catholic school. However, subsidiarity challenges the school board to give “agency to staff, students and families in its decision-making“. 3
One helpful way to think about the ordering of society according to the principle of subsidiarity is to think of the way in which you use a ladder. Ordinarily, things that can be obtained within one’s reach are simply grasped with your own initiative. But when something is on a higher shelf, just out of reach, you need to get a ladder to reach the item. The same is true with the principle of subsidiarity. The next higher level of involvement is sought only when it is clear that the lower level is insufficient to meet the ends desired.4

5. Scriptural reflection
If subsidiarity is to be realised then “each board member is challenged to be aware of the joys and sorrows, the celebrations and struggles of the families served by the school. This involves listening to the details of everyday life in the school community.”5 It also requires “an atmosphere of trust and listening which enables the sensitive exploration of issues through theological reflection.”6 
A reading from the First letter of Peter (1 Peter 4:10-11) 7
Above all, let your love for one another be intense, because love covers a multitude of sins. Be hospitable to one another without complaining. As each one has received a gift, use it to serve one another as good stewards of God’s varied grace. Whoever preaches, let it be with the words of God; whoever serves, let it be with the strength that God supplies, so that in all things God may be glorified through Jesus Christ `to whom belong glory and dominion forever and ever. Amen’.

6. Doing theology
See
How well do we really know the joys and sorrows, the celebrations and struggles of the families we serve?
Who are the ‘hidden’ families, especially those who might feel excluded?
Judge
How do we ensure that we are at the service of families rather than families being at the service of the school?
Be hospitable to one another without complaining. As each one has received a gift, use it to serve one another as good stewards of God’s varied grace. What might this mean for the school board members in the context of subsidiarity?
Act
Building on the great work schools do for and with families what else might we be doing?
Can we identify and include families that are ‘hidden’ from the mainstream?
What can we do to know more about the joys and sorrows, the celebrations and struggles of the families we serve?
How can we give “agency to staff, students and families in its decision-making? Is it reflected in its policies, procedures and programs.” 8

7. References
Manual for School Members p6 and Code of Canon Law (Canon 793 m2)
The New American Bible, Revised Edition
Continuous Improvement Framework for Catholic Schools p8