Kolese de Britto High School in Yogyakarta is committed to character development as a Jesuit Catholic institution, exemplified by its 2026 Live-In Social Formation Program for 11th-grade students. This initiative aligns with the school’s mission to develop capable, conscientious, and compassionate servant leaders. Formative activities are tailored for different grade levels, with 11th-grade students focused on socialization, encouraging them to engage with diverse societal realities.
The Live-In Social program 2026, attended by 307 students, aims to shape graduates who embody the 1L + 5C profile: Leadership, Competence, Conscience, Compassion, Commitment, and Consistency. Through community living, students enhance their cognitive learning and develop social empathy and responsibility. The program addresses critical issues such as urban poverty, mental poverty, and tolerance, fostering students’ awareness of Indonesia’s social complexities.
Scheduled from January 12–15, 2026, the activity will take place in five major cities in Java and Madura, where students will stay with host families or community groups, including marginalized populations and Islamic boarding schools. Engaging in daily life in these settings will expose students to different social dynamics.
Coordinator Nova Tri Utomo, S.Pd., highlighted the significance of this socialization phase for character development, noting that it provides students with practical experiences to cultivate values such as empathy and leadership. This hands-on approach is pivotal to transforming theoretical values into real-life applications and is essential to their growth as future leaders.
Nova highlighted the Live-In Social activity as a practical embodiment of the school’s values, emphasizing the importance of nurturing not just academic intelligence but also social conscience and engagement. She stressed that socialization goes beyond mere interaction—it involves understanding and valuing differences while cultivating servant leadership within the community. Principal R. Arifin Nugroho echoed this sentiment, noting that the Live-In experience immerses students in living alongside those in need, allowing them to engage with empathy in their own lives rather than comparing themselves to the less fortunate. This encounter fosters tolerance and respect for diverse beliefs.
Arifin further articulated that this encounter dimension is crucial in education, encompassing relationships between students, teachers, and their environment. It raises students’ awareness of human needs without bias and helps mitigate feelings of alienation and loneliness, encouraging acts of care toward themselves and others. This process promotes healing and the building of connections, reflecting the essence of true education.
Additionally, the Live-In Social 2026 aligns with the national education goals outlined in Article 3 of the 2003 National Education System Law, which focus on developing well-rounded individuals. It is deeply connected to the Society of Jesus’s Universal Apostolic Preference (UAP), which emphasizes companionship with marginalized individuals. The initiative exemplifies Jesuit-style education, which, while adhering to rules, aims for inner liberation and personal responsibility, intertwining freedom with sensitivity and the pursuit of the greater good for the marginalized.
Living with the community in Live-In Social fosters contemplation in action (contemplatio in actione), enabling students to observe and reflect on social realities and God’s presence in daily life. Encounters with poverty and cultural differences create a spiritual field in which students learn to see God in the faces of others and in their surroundings, embodying the idea of finding God in all things. The positive impact of this formation is recognized by local leaders, host families, students, and parents.
Petrus Partono, a local leader at Atmabrata, describes Live-In activities as transformative encounters that reshape students’ perspectives on life. Through experiences of rain, floods, and limitations, students understand the dignity of the marginalized, cultivating gratitude and empathy. This humane education, shaped by real involvement, aims to create compassionate and sensitive individuals prepared to offer hope. Live-In serves as a space that humanizes humanity, urging students to step out of comfort zones and recognize others’ dignity, ensuring education transcends knowledge to emphasize heart and conscience formation.
Phan Christian Kevin Ezekiel Yohanes, a grade 11-3 student, recounts his Live-in experience, highlighting the warmth and community spirit in the village, which contrasted with his previous individualistic living. He felt welcomed by the locals, especially Mrs. Nani, and recognized that love manifests in small, sincere gestures. Kevin’s reflection reveals a significant internal shift, transitioning from a closed heart to one that is more open, grateful, and courageous in forming relationships, marking the live-in experience as a pivotal call for personal growth toward becoming a more caring individual.
Mr. Yohanes Ekoyono and Mrs. Hertauly Purba shared their reflections on the Live-In Social program, noting significant positive changes in their child. They observed increased openness in sharing stories, heightened awareness of surroundings, and reduced shyness. Their child demonstrated responsibility and appreciation for others’ hard work, particularly through interactions with Mrs. Nani while living in a village. The couple expressed gratitude for the Live-In experience, emphasizing its role in shaping their child’s character and attitude, rather than merely fulfilling a school assignment. They witnessed their child grow into a mature, caring individual who values gratitude and personal development. The Live-In Social 2026 program at SMA Kolese de Britto highlights the school’s commitment to nurturing not only academic excellence but also character, aligning with the mission of Jesuit education to inspire compassion and social responsibility for the greater glory of God and the betterment of society.
