You want me to pray with my students?
In my office?
Isn’t that asking for trouble?
These and many other questions came to mind when I was encouraged to begin praying with my students. As a professor and administrator at a public university, I often think about the legal challenges related to living out my personal faith in my professional life.
Reading a Grander Story
Recently, however, I read the stories of professors in “A Grander Story, An Invitation to Christian Professors” by Rick Hove and Heather Holleman. Their stories caused me to rethink if and how I should pray with my students.
As the Chair of our School of Education, I often deal with students who are in crisis about their teacher education journey. Last year, a student I’ll call Amy, was brought to my attention by a couple of faculty members. She was struggling significantly in her courses and having a hard time finishing tasks, paying attention, and meeting the grade standards to become a teacher. I set up a meeting with Amy and was immediately struck by the intensity of her difficulties with social skills. She could not look me in the eye and could not complete a sentence while we talked. Her conversation flitted from topic to topic and she seemed utterly overwhelmed.
Having two children of my own with attention deficits and having taught in special education for over 30 years, I immediately recognized the symptoms of an attention deficit disorder. Amy was in deep trouble academically, and I felt that a physician’s assistance with her attention difficulties was in order.
But most of all, I was concerned for her soul.
Could I Pray With You?
I asked Amy if I could pray with her. She was delighted! She picked her head up and looked directly at me and said, “I would love for you to pray for me!” Together we prayed and asked God to give Amy peace regarding her career choices, direction and focus in her studies and God’s peace in her life. She told me she was a Christ-follower and was very encouraged to find there were Christian professors in our university and in teacher education.
Amy and I prayed together many times after that first meeting. She was able to get answers regarding her attention issues and was able to realize that teacher education was not the best pathway for her. Her heart’s desire was in other areas, and she decided to seek another major after our prayers and our open, honest conversations.
Praying with my students has become a joy. As I am careful to make sure it is appropriate, I haven’t found it to cause trouble, rather the opposite; it is a boon to my students! They will often stop by my office and ask me to pray for them or about something. It is indeed encouraging to me as well. I love serving the Lord this way.
Cheryl Irish
Shawnee State University