Learning about Meeting for Business at The Friends’ School

by Jess Dundas - Gathering Advisor (Early Learning to Grade 9) - The Friends’ School | Jun 11, 2026 | June 2026

Throughout the last year, students in Grades 1 to 6 and staff across the school have been involved in learning about how Quakers make decisions, with a particular focus on Business Meetings. While this might sound like a fairly dry topic, the use of the Faith & Play story, ‘Meeting for Business’ has allowed participants to learn about Quaker process in a more experiential and reflective way.

The story begins, ‘Just as we gather together in the Meeting House to listen for God or Spirit in Meeting for Worship, we also gather in the Meeting House to listen for God or Spirit in Meeting for Worship with attention to Business, or Meeting for Business.’ It goes on to describe taking care of the business of the meeting as a way of holding the whole Meeting community in the light and explains the roles of Clerk and Assistant/Recording Clerk as being ‘to listen for how Spirit is working in the Meeting.’ The story then allows participants to experience the process of discernment as the Meeting considers a concern about a dead tree outside the Meeting House. Friends share their opposing thoughts and then the Clerk prompts them to enter into worship and listen inwardly for a way to open. From the stillness of silent worship, more ideas emerge that allow all members of the community to feel heard and their feelings valued, while also dealing with the practical safety concerns. ‘A sense of peace settles in the Meeting House… Friends have reached unity on this concern.’

After the story, participants were asked, ‘I wonder which part of the story you liked best?’ and their reflections showed they had appreciated the value of deep listening, silence and allowing all voices to be heard in the decision-making process. Older students noted the differences between how this decision was made and how decisions are often made in society by voting or choosing between options that have been ‘pre-ordained’. They commented on the fact that the final decision honoured everyone’s feelings and allowed for the tree’s place in the community to be celebrated.

Staff reflections from these sessions were overwhelmingly positive and demonstrated that a deeper understanding of the discernment process had been gained. Some of these reflections are included below to illustrate the impact of this learning across the school.

A primary school staff member shared, ‘As a long-term staff member, the Quaker decision-making session that Jess led through storytelling was the first time I truly understood how Quaker Meetings are run. The children also particularly enjoyed this session and have begun applying the process in our own class meetings. One student even reflected that it was his favourite Meeting House Gathering ever!’

The Grade 6 teaching team reflected, ‘The Quaker Meeting for Business story informed us, as teachers, and our students, about Quaker decision making processes. This was an area of Quaker practice that we as a community were not so familiar with. Hearing the story all together, gave us a shared experience to reflect on, and refer back to, with the students. It has informed our classroom culture, enabling us to make decisions by consensus, and enriching our discussions about active citizenship and making decisions on behalf of others.

It was lovely for the students to experience a different activity and atmosphere in the Meeting House, where they are familiar with silence and sharing, but not so familiar with this interactive storytelling structure. The students got to converse in the Meeting House, which created a real conversation about decision making. The students loved sitting in a circle on the floor, with just their class group, and being part of the story.’

A member of the general staff commented, ‘The storytelling aspect of this session gave us permission to give comprehensive consideration to all aspects of decision making – not just assessing the facts. Allowing time for all in a group to find their own unique pathway to a shared consensus that considers facts, feelings, experiences and connections is powerful, sensitive and meaningful. The decisions and outcomes are better for this rich process, and the investment in strengthening the group is long lasting.’

A Middle School teacher shared that their takeaway points were,

‘Don’t rush. Spend time reflecting and considering; and stand aside and abstain from obstructing a decision if the majority want something.’

Another Middle School staff member added, ‘The story was a most powerful explanation of how Quaker ‘Decision-Making’ works. This was not my first exposure to these principles, but it was really the first time the principles resonated with me and made me consider how I could implement them more in meetings I run.’

The focus of the Quaker Values Committee visits in 2025 and 2026 has been elements of Quaker discernment, and it is hoped that this storytelling has allowed staff and primary school students to better understand this concept in the context of Quaker decision-making.

If you would like more information about Faith & Play stories, please visit: https://quakerfaithandplay.org/