In order to understand why many young people between the ages 17 - 27 leave the church, Stronks did research with 12 - 15 year old young people. She describes this period as a most tumultuous time during which young people examine the beliefs and attitudes held by their parents and teachers in order to begin to understand what they will hold as true for their own lives.
Stronks puts the spiritual development of the child in the context of physical and emotional development. She explains the ‘new and rather strange situation’ that children are physically mature much earlier than in past generations, yet socially they are considered children for a much longer time. As a result, these children act with less maturity than their grandparents did, yet they are able to produce children at an earlier age.
Stronks quotes young people on many topics expressing many anxieties, hopes and desires. She concludes with a lists of suggestions, mostly for pastors, but also applicable to other significant adults. The suggestions focus on demonstrating that these young people are an important part of the church. She lists personal relationships, service activities, involvement in church life, developing sermons that address their level and needs, etc.
The article approaches the youths’ difficulties from the youths’ point of view. It does not allude to, or interact with any of the criticism that may be raised by pastors and others who would come at the problem with a different bias. The suggestions for change are derived solely from the young people’s comments without any reference to the Bible or other academic sources.
 

The focus of the book is on the specific task of the Christian school to integrate faith and learning. In this context part of chapter 5 gives attention to the question how faith itself grows and develops. It asks to what extent the mystery of faith and faith development can be analyzed to help the teacher in the classroom.
The authors argue that growth in faith itself is hard to explain. Understanding certain patterns of a life of faith will enhance the possibility of teaching in ways that broaden and deepen students’ response of faith. They recognize different characteristics of students’ journeys of faith. They distinguish four different groups: preschool, elementary, middle school, high school.
* Preschoolers tend to think of God in literal terms. They need affirmative experiences that help the form positive attitudes about God, the Bible and worship.
* Elementary students have a great desire to learn about God and heaven. Rules are important to them and with it, conscience begins to mature. They have many questions that need to be taken very seriously by the adults in their lives. They appreciate rituals and participation in personal and specific prayers.
* Middle school students have a tendency to disregard anything that ‘doesn’t make sense’. It is therefore very important that they can see that their faith relates to the problems around them in the world. They want their lives to count, that is why it is important that schools plan and give them many opportunities to serve others. They are very idealistic but they often fail to connect what they believe to what they do. They are learning to relate their walk and their talk. Teachers have to recognize that the students’ skepticism is normal, that it needs the response of credible models and guided exposure to different worldviews. In their search for living according to their ideals they look for models and heroes. It is important for them to have adults around them who live exemplary, healthy Christian lives and who are willing to share their lives with them.
Highschool and college aged students often go through a long period of ‘searching’ faith. It is a time of doubt and critical judgment. The faith of their families now has to become their own. They realize that they are in a personal struggle, that in a sense they stand before God alone. They critically examine the consistency of the walk and talk of the adults around them. The school should be a supportive environment that helps them in their search for answers. The students’ search for what it means to walk in whole-hearted commitment to Jesus Christ has to be taken very seriously. It is this that gives life to all else that the school attempts.