Discussing Deconstruction with Youth
Deconstruction has weirdly become a trend in certain sections of mainstream evangelicalism. It’s almost become the cool thing to do now, which is sad. People are literally building entire social media platforms around rejecting Christianity. And, because deconstruction is becoming so popular, if our students haven’t encountered it yet, they soon will.
As we seek to be faithful shepherds of our students, we ought to help prepare them to respond to the deconstruction movement. This article will explore a couple of different forms it might take, where it comes from, and how to address it with students.
Forms of Deconstruction
Pseudo-Reformation
Some forms of deconstruction aren’t bad. The church isn’t (nor has ever been) perfect, and the same goes for anyone’s theology. There are always areas where we might be wrong; in this sense, some things should be deconstructed because they may be harmful or unbiblical. For instance, if a student recognizes that one of their views is the result of listening to a particular preacher they later find out is not a trustworthy influence, they may change their view after consulting the Scriptures. This isn’t something to be feared or looked down upon. It can actually be a sign of humility and spiritual growth in a student’s life. This type of deconstruction is basically the concept of reformation, and the church is always in need of reform (hence the popularization of the phrase Semper Reformanda—”always reforming!”).
Progressive Theology
Some deconstruction, however, has the potential to become a problem when it begins to reinterpret traditional Christian views in light of pressing cultural influences. The basic thought behind this is that certain beliefs are viewed as products of the time in which they were formulated, and since our knowledge has progressed, we need modernized reinterpretations of these historic doctrines. For example: penal atonement theories might be reinterpreted to avoid one that suggests God condones violence in light of modern moral psychology, or Paul’s view of male headship might be reinterpreted in light of modern feminist thought. Although not a guarantee that one will end up with heterodox views, this approach requires biblical clarity between what is non-negotiable in theology vs. what current information might help shed some light on.
Pursuing Apostasy
Much of the deconstruction we hear about today isn’t about reforming faith—it’s about leaving it behind. This is often just another word for apostasy. Many deconstruct not because they’re refining their theology or believe they can arrive at clearer convictions, but because they are leaving the church altogether. This is often a response to “church hurt”, hypocrisy, or various other cultural pressures. What may have started as “questioning” can snowball into total rejection of Christianity at large. Scripture warns, “They went out from us because they were not of us” (1 John 2:19). Apostasy is real, sad, and often the result of unresolved doubts and deep emotional baggage. No matter what the Christian sub-cultures try to get us to think, it is not something to aspire to; it is something to mourn.
Where Did Deconstruction Come From?
Deconstruction has deep roots in postmodern thought. Postmodernism says that in most cases, “traditional” and “majority” cultures are often breeding grounds of oppression that must be dismantled. This also breeds suspicion towards established doctrines and rituals. When this mindset was applied to Christianity, people started “taking apart” their faith—equating traditional, orthodox views as culturally conditioned and harmful. They shed those views, keeping what they liked and throwing out what they didn’t. But often, core Christian beliefs get tossed out along with the cultural baggage.
Talking to Students About Deconstruction
1. Don’t Avoid the Conversation
Students are capable of thinking more deeply than we give them credit for. If we don’t teach with theological depth and talk about deconstruction, they’ll most likely go looking for answers elsewhere—often in less reliable places. Engage with them; don’t ignore the topic. Be proactive.
2. Teach Them to Contend for the Faith
One of the most important messages we can teach our students in this discussion of deconstruction is that faith isn’t automatic. The Bible tells us to “contend for the faith” (Jude 3) and “work out our salvation with fear and trembling” (Philippians 2:12-13).
Deconstruction often thrives on the false assumption that real faith should never require effort or be accompanied by doubts — that we should never have to try to believe or fight to believe. For one reason or another, many students assume that any struggling in the faith means there is something fundamentally wrong with their faith. But Scripture shows that struggling with faith, trying to believe, and fighting for resolution to big questions is quite normal, and actually a sign of genuine belief. So, teach them to "press on" (Philippians 3:14).
3. Answer Their Questions Before They Ask
If we wait until students come to us with doubts, they’ve probably already been explored alternative answers online, which can color their questions and shape their views. Creating a youth ministry culture where hard and uncomfortable questions are welcomed and answered biblically can help to alleviate some of their concerns before they fall down the social media rabbit hole.
Tip: Implement Q&A Nights
Set up an anonymous Google Form for student questions.
Post the QR code in your youth room and announcement slides.
Regularly review and answer the questions during designated Q&A nights.
Hold these nights often enough they become normal—students love them and will keep asking for more.
4. Warn Them About False Teachers
Students are shaped by what they consume. Social media influencers are often the loudest and most accessible voices they will hear, and they are also not very reliable. Your average Christian influencer, even if well-intended, is not the best resource for students struggling with real doubts. It is our job to warn them about false teachers and encourage discernment as they wrestle with their questions.
But don’t just tell them who not to listen to—give them solid voices to follow instead. Point them to faithful podcasts and sermons by teachers like John Piper, John MacArthur, Tim Keller, Al Mohler, etc. Fill your youth room with reliable books and resources that will encourage them in the faith. We need to shepherd them not only away from wolves, but toward still waters.
Conclusion
As the shepherds entrusted with the care of students’ souls, we should urge them towards the path of faith and trust in Christ, even if they wrestle with some serious doubts along the way. Like David, Job, or Paul, we want students to view these periods of doubt and questioning as a catalyst for drawing near to the Lord in faith, trusting that He can bear the weight of their questions.