Solidarity is complex and difficult to understand, and even more difficult to live. In its simplest definition, it is “the circumstantial adherence to the cause of others.” This adherence can range from something as basic as making a donation (which is, of course, of great help) to becoming involved with one’s heart, prayer, and hands in that cause. At our school, Instituto Asunción de México, we strive to live solidarity as one of our core values. Below, we share various acts of solidarity.
Every December, the entire educational community donates different consumer goods to assemble Christmas baskets for the maintenance and cleaning staff. These baskets are a necessary and eagerly awaited gift. Likewise, each year, on the occasion of the missionary month and DOMUND (World Mission Sunday), a fundraising collection is organized and sent to one of our Assumption missions. This year, it was sent to the Canary Islands, a new foundation working with migrants. However, it did not end with the collection: the entire primary school community, led by fifth grade, wrote messages of hope for both our missionaries and the migrants.
The entire social service program at CCH (College of Sciences and Humanities) is rooted in solidarity. Our students complete weekly service hours in various institutions with diverse needs, offering their time with an open and committed attitude. Those who grow the most through this social service are the students themselves.
There is also a daily solidarity in situations of illness or grief. We recently experienced the sudden passing of an administrative staff member, and the sense of loss was widespread; the expressions of affection toward the administrative team were simple, yet deeply heartfelt.
During the fourth-grade retreat, entitled “Pilgrims of Hope, walking together toward Jesus and our neighbor,” the importance of synodality was emphasized: the act of walking together within an enriching diversity, where being supportive of one another is fundamental.
Students from CCH prepared the Mass for the third-grade class as part of activities that promote encounter and mutual support among the different sections of our school; along the same lines, fifth-year CCH students taught a lesson on the Mexican Revolution to primary school students.
First-grade students, through an Service-Learning project (a solidarity-based experience centered on the needs of others) developed jointly by Science and Pastoral Care, created a natural ointment. This ointment helps relieve pain from bruises and arthritis. The product will be given as a gift to older adults from the Vida Plena residence, who will visit us in January.
“An act of solidarity I have witnessed occurs on those days when the workload feels overwhelming. Beside me is a colleague who acts as a true support: she works as part of a team, shares the burden, and makes what is difficult possible. I am deeply grateful to work with people who read their environment, identify needs, and act to support others precisely when it is required.
I have observed the same among students over the years. When someone faces an academic difficulty, spontaneous study groups emerge to accompany, explain, and support. I have seen this both as an advisor and now as a coordinator: students who, upon recognizing another’s vulnerability, organize themselves so that the one who felt alone finds guidance, clarity, and a sense of belonging. This solidarity does not only facilitate learning; it builds community.
When I asked a member of our community how she envisions solidarity at the school, she shared something very profound: for her, solidarity is embodied in inclusive individuals, in those who welcome others with an open and fraternal attitude that makes anyone who arrives feel included from the very first moment. They are people of light, whose way of living reflects the values of the Gospel on a daily basis: welcome, service, generosity, and respect for the dignity of each person.
Solidarity is not merely a single, isolated action. It has the power to transform structures, to strengthen bonds, and to remind us that moving forward together is always more powerful than moving forward alone. It is a principle that, projected into the future, can continue to shape school cultures that are more humane, more attentive, and more capable of sustaining one another.”
Mrs. Joanne Melissa Keller Ascencio
Secondary School Pedagogical Coordinator
Province of Ecuador – Mexico