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.
References
Paragraphs 9 & 10: Foundational guidance on community development and teaching efforts
Paragraph 16: Insights on the evolving nature of community learning and growth
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
📊 Click any bar or data point to see the cluster breakdown for that cycle.
View Raw Data Table ▾
| Period | Declarations | Reaffirmations | Total |
|---|---|---|---|
| Apr–Jun 2022 | 4 | 4 | 8 |
| Jul–Sep 2022 | 7 | 5 | 12 |
| Oct–Dec 2022 | 3 | 6 | 9 |
| Jan–Mar 2023 | 6 | 7 | 13 |
| Apr–Jun 2023 | 2 | 7 | 9 |
| Jul–Sep 2023 | 2 | 5 | 7 |
| Oct–Dec 2023 | 3 | 7 | 10 |
| Jan–Mar 2024 | 5 | 5 | 10 |
| Apr–Jun 2024 | 6 | 9 | 15 |
| Jul–Sep 2024 | 1 | 10 | 11 |
| Oct–Dec 2024 | 4 | 9 | 13 |
| Jan–Mar 2025 | 33 | 4 | 37 |
| Apr–Jun 2025 | 2 | 4 | 6 |
| Jul–Sep 2025 | 8 | 6 | 14 |
| Oct–Dec 2025 | 4 | 7 | 11 |
| Jan–Mar 2026 | 2 | 3 | 5 |
View Cluster Totals ▾
| Cluster | Declarations | Reaffirmations | Total | Active Cycles |
|---|---|---|---|---|
| WA – Perth | 34 | 53 | 87 | 16 |
| SA – Greater Adelaide | 16 | 32 | 48 | 14 |
| NT – Mbantua | 21 | 1 | 22 | 2 |
| WA – Peel | 4 | 3 | 7 | 5 |
| NT – Top End | 1 | 4 | 5 | 5 |
| WA – South West WA | 3 | 2 | 5 | 3 |
| NT – MacDonnell | 3 | 0 | 3 | 1 |
| SA – Fleurieu | 2 | 0 | 2 | 2 |
| WA – Wheatbelt | 0 | 2 | 2 | 2 |
| WA – West Pilbara | 2 | 0 | 2 | 2 |
| NT – Central Desert | 2 | 0 | 2 | 1 |
| WA – Great Southern | 1 | 1 | 2 | 1 |
| SA – Murray Mallee | 1 | 0 | 1 | 1 |
| WA – Midwest | 1 | 0 | 1 | 1 |
Neighbourhood Totals in Perth ▾
Only neighbourhoods with two or more total enrolments are listed.
| Neighbourhood | Declarations | Reaffirmations | Total |
|---|---|---|---|
| Mosman Park | 4 | 4 | 8 |
| Riverton | 0 | 3 | 3 |
| Willetton | 1 | 2 | 3 |
| Alfred Cove | 2 | 0 | 2 |
| Ardross | 0 | 2 | 2 |
| Booragoon | 2 | 0 | 2 |
| Duncraig | 0 | 2 | 2 |
| Kensington | 1 | 1 | 2 |
| Kewdale | 2 | 0 | 2 |
| Leeming | 0 | 2 | 2 |
| Mount Lawley | 0 | 2 | 2 |
| Mount Pleasant | 0 | 2 | 2 |
| Noranda | 2 | 0 | 2 |
| Peppermint Grove | 0 | 2 | 2 |
| South Perth | 1 | 1 | 2 |
| Stirling | 1 | 1 | 2 |
| Wanneroo | 1 | 1 | 2 |
Neighbourhood Totals in Greater Adelaide ▾
Only neighbourhoods with two or more total enrolments are listed.
| Neighbourhood | Declarations | Reaffirmations | Total |
|---|---|---|---|
| Edwardstown | 2 | 2 | 4 |
| Auldana | 1 | 1 | 2 |
| Dernancourt | 0 | 2 | 2 |
| Elizabeth Vale | 1 | 1 | 2 |
| Glenside | 1 | 1 | 2 |
| Linden Park | 0 | 2 | 2 |
| Seacliff Park | 0 | 2 | 2 |
| Warradale | 1 | 1 | 2 |
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.
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.
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
in 2024–2025
at parents’ wish
new to Book 1
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.
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.
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.
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.
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.
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.
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.
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.
"The accomplishments of the previous series of Plans—particularly the last Five Year Plan—could not have occurred without a tremendous advance in the teaching work. An important dimension of this work is the capacity to engage in conversations on spiritual themes, a capacity which was explored in our message to your 2015 conference, where we described how it is developed through participation in institute courses and by gaining practical experience. It is evident that the pattern of activity unfolding at the grassroots opens up a variety of settings in which receptive souls—sometimes whole families or peer groups—can take part in meaningful conversations which awaken interest in the vision of the Faith and the Person of Bahá'u'lláh. Over time, many such souls begin to identify themselves with the Bahá'í community, especially as they gain the confidence to participate in community life through service. Of course, the community welcomes any degree of association that a person would like to maintain, great or small. Yet to recognise Bahá'u'lláh as a Manifestation of God and accept the privileges and responsibilities that are uniquely associated with membership in the Bahá'í community is a singular moment in a person's spiritual development, quite distinct from regular involvement in Bahá'í activities or voicing support for Bahá'í principles. Experience has shown that the environment created by community-building endeavours in a locality enables anyone who wishes to take this step to do so with relative ease. Wherever these endeavours are under way, it is important for the friends to remain mindful that the doors of the Faith are wide open and to give encouragement to those who stand at the threshold. And in areas where such endeavours have been well established for some time, many believers are discovering that a vibrant, expanding pattern of activity can naturally lead to families, groups of friends, and even clusters of households being ready to enter the Cause. For in spaces where the possibility of joining the community can be discussed openly and inclusively among those who share a sense of collective identity, souls can more easily feel emboldened to take this step together. Bahá'í institutions, especially Local Spiritual Assemblies, must adopt a mindset that allows for such developments, and ensure that any obstacles are removed."
"We ask you and your auxiliaries to help the believers, wherever they reside, reflect periodically on effective ways of teaching the Faith in their surroundings, and to fan within their hearts a passion for teaching that will attract the confirmations of the Divine Kingdom. Souls who have been given the blessing of faith have a natural wish to share this gift through conversations with relatives, friends, classmates, co-workers, and those previously unmet, seeking in every place and at every moment a hearing ear. Different settings and circumstances lend themselves to different approaches, and the friends should be occupied in an ongoing process of learning about what is most effective in the place where they are."