Insights from the Efforts of Communities

Breakout Session 4

Teaching and Enrolments

Reflect on the process of learning related to teaching and enrolments. Consider the experience of the advanced cluster that you have been analysing, as well as insights from other parts of your subregion, region, or country.

Relevant
References
30 December 2021 Message
Universal House of Justice
Paragraphs 9 & 10: Foundational guidance on community development and teaching efforts
Read Paragraphs 9–10 ↗
31 December 2025 Message
Universal House of Justice
Paragraph 16: Insights on the evolving nature of community learning and growth
Read Paragraph 16 ↗
1

Enrolment Statistics & Patterns

Review the statistics of the cluster you have been analysing. What has been the pattern of enrolments since the beginning of the Plan? Additionally, what has been the pattern in the subregion, region, or country?

Review the statistics of your analysed cluster since the beginning of the Plan.

Examine enrolment patterns within your advanced cluster over each cycle.

Compare insights from your subregion, region, or country.

Identify trends, growth areas, and areas for further development.

📊

Enrolment Trends

Series
State

📊 Click any bar or data point to see the cluster breakdown for that cycle.

View Raw Data Table ▾
Period Declarations Reaffirmations Total
Apr–Jun 2022448
Jul–Sep 20227512
Oct–Dec 2022369
Jan–Mar 20236713
Apr–Jun 2023279
Jul–Sep 2023257
Oct–Dec 20233710
Jan–Mar 20245510
Apr–Jun 20246915
Jul–Sep 202411011
Oct–Dec 20244913
Jan–Mar 202533437
Apr–Jun 2025246
Jul–Sep 20258614
Oct–Dec 20254711
Jan–Mar 2026235
View Cluster Totals ▾
Cluster Declarations Reaffirmations Total Active Cycles
WA – Perth34538716
SA – Greater Adelaide16324814
NT – Mbantua211222
WA – Peel4375
NT – Top End1455
WA – South West WA3253
NT – MacDonnell3031
SA – Fleurieu2022
WA – Wheatbelt0222
WA – West Pilbara2022
NT – Central Desert2021
WA – Great Southern1121
SA – Murray Mallee1011
WA – Midwest1011
Neighbourhood Totals in Perth ▾

Only neighbourhoods with two or more total enrolments are listed.

Neighbourhood Declarations Reaffirmations Total
Mosman Park448
Riverton033
Willetton123
Alfred Cove202
Ardross022
Booragoon202
Duncraig022
Kensington112
Kewdale202
Leeming022
Mount Lawley022
Mount Pleasant022
Noranda202
Peppermint Grove022
South Perth112
Stirling112
Wanneroo112
Neighbourhood Totals in Greater Adelaide ▾

Only neighbourhoods with two or more total enrolments are listed.

Neighbourhood Declarations Reaffirmations Total
Edwardstown224
Auldana112
Dernancourt022
Elizabeth Vale112
Glenside112
Linden Park022
Seacliff Park022
Warradale112
💡

Key Insights from the Data

Peak Growth Period: January–March 2025 showed exceptional growth with 33 declarations—representing a significant 3–5× increase compared to other cycles. This surge may indicate the effectiveness of specific community initiatives or a moment of readiness in the population.

Reaffirmations Trend: Reaffirmations have remained relatively consistent (4–10 per cycle), suggesting a stable core community with healthy retention. The exception is Jan–Mar 2025, with only 4 reaffirmations during the declarations spike.

Overall Growth Trajectory: From Apr 2022 to Mar 2026, total enrolments show general upward momentum, with most cycles ranging between 7–15 new members. This indicates sustained interest and community capacity.

Declarations vs. Reaffirmations Balance: Reaffirmations generally outnumber or match declarations across most cycles.

Questions for Reflection: What factors contributed to the Jan–Mar 2025 spike? How can the community sustain this momentum? Are there seasonal patterns? What support structures ensure both new and returning souls feel welcomed?

Jan–Mar 2025 peak is almost entirely NT: Of the 37 enrolments that cycle, 21 came from Mbantua alone, with further contributions from MacDonnell and Central Desert. This maps directly to the Central Australia initiative described in Tab 2 — the 18-month home-visit and institute camp effort.

Perth cluster has a consistent rate of reaffirmations: The Perth cluster appears as the primary contributor to reaffirmations across nearly every cycle, reflecting a stable and active community.

2

Effective Teaching & Enrolment Approaches

What experience has been gained around effective approaches to teaching and enrolments in various settings and contexts and with various populations?

Reflect on experience gained around effective approaches to teaching in your context.

Consider enrolment strategies that have worked in various settings and contexts.

Explore approaches tailored to different populations and communities.

Document practices that have demonstrated consistent results over time.

Case Study

Learning about Enrolments in Central Australia

Written 3 March 2026  ·  Clusters: Mbantua, MacDonnell, Central Desert, Barkly  ·  Primarily indigenous communities; no Local Spiritual Assemblies in these clusters

23
New declarations
in 2024–2025
29
Children enrolled
at parents’ wish
63%
Camp participants
new to Book 1
18 mo
Duration of the
full initiative

In 2023, a core group of five friends in Central Australia — four of whom were indigenous — reflected together that growth in the Bahá’í community had stagnated and that an influx of new believers was needed. They began meeting weekly for six months, consulting on how to address this challenge and acting between meetings so that each gathering had something concrete to reflect upon. This established a culture of learning as the foundation of everything that followed.

1
Intensive Home Visits

The group compiled a list of over a hundred friends and family members they felt might be receptive. They visited each home to share about prayer, service, the spiritual education of children, the junior youth programme, the life of the spirit from Book 1, and the personage of ‘Abdu’l-Bahá — bringing a portrait of ‘Abdu’l-Bahá to each household. After each round, the team gathered to reflect on how visits were going, gauging genuine interest and commitment rather than social participation alone.

2
Culturally Appropriate Institute Camp

A Book 1 camp was designed with cultural sensitivity at its core: indigenous Bahá’í art was heavily emphasised; study circles were separated into men’s and women’s groups; indigenous co-tutors led each group; and all major decisions were made through consultation by the organising committee. The goal was for at least 40% of attendees to be new Book 1 participants — in the end, 63% were new, and all but two completed Book 1.

3
Follow-Up Visits & Enrolment

In the three months after the camp, indigenous friends initiated another series of intensive home visits to ascertain where each participant stood in relation to their belief in Bahá’u’lláh. A new NSA policy permitting verbal declarations also supported this process. Members then visited all those who had expressed their wish to be Bahá’ís, recorded their details, and asked whether they wished to include their children. Several who declared had not attended the camp but had received home visits and had caught the spirit of what was occurring.

Indigenous friends teaching indigenous seekers was central to the success. Other friends supported at arm’s length to allow learning and capacity-building to take place organically.

A cycle of home visits → training institute → follow-up home visits proved effective for inviting friends to join the community in this context.

Establishing a culture of learning — acting between meetings and reflecting as a group — sustained momentum across the full 18-month initiative.

Cultural appropriateness was integral, not incidental: separating men’s and women’s groups, indigenous co-tutors, and indigenous art shaped the entire experience.

The community is now repeating this pattern cyclically, suggesting the approach can be refined and sustained over time.

3

Discerning & Supporting Receptivity

What are you learning about how to discern receptivity in individuals or groups and lovingly help those who stand at the doors of the Faith to step within?

Share learning about how to discern receptivity in individuals and groups.

Explore approaches to lovingly help those standing at the doors of the Faith.

Reflect on the spiritual dimensions of welcoming seekers with warmth and patience.

Discuss practices that honour each person's unique spiritual journey.

4

Recognising Matured Faith

What experience has been gained about recognising and acknowledging when receptivity has already matured into faith?

Share experience in recognising when receptivity has matured into faith.

Explore how to acknowledge this transformation with care and sensitivity.

Reflect on the indicators of deepening commitment and understanding.

Consider how to support continued spiritual development after enrolment.

5

Systematic Learning & Processes

Who is learning about this systematically? How is an ongoing learning process being fostered?

Identify who is learning about teaching and enrolments systematically.

Explore how an ongoing learning process is being fostered in your community.

Consider structures and practices that support collective learning across cycles.

Reflect on how insights are documented and shared within the community.

6

Planning the Next Cycles

What are your next steps? Make a plan for the next cycle and the next four cycles.

Determine next steps based on collective reflection from this session.

Make a concrete plan for the immediate next cycle of activity.

Project and plan for the subsequent four cycles ahead.

Identify resource needs and potential areas of focus for growth.

Consider how to measure progress and sustain learning across cycles.

This framework guides reflection on teaching and enrolments within your community. Take time to discuss each question thoughtfully and document insights for future cycles of action.