Investigating the Ethics of Conversations About Religion in Primary Schools

In today’s schools, I often see uncertainty, ambiguity, and heightened sensitivity around discussions relating to religion. That’s why, at the Institute of Children, Youth & Mission (CYM), I felt compelled to lead a research project that could bring clarity to these dialogues and spaces. My hope is that by producing research-informed guidelines and frameworks for use in primary schools, we can enhance teachers’ confidence in facilitating these conversations and empower them to take a more active role. I also want to reassure parents and carers that religious dialogue in schools can happen in ethically appropriate ways.

I submitted a grant application to Culham St Gabriels and All Saints Educational Trust to propose a three-year project and I was thrilled when it was accepted. I truly believe this is such an important area to explore. To begin, I’m working to gather a picture of what’s happening on the ground. I’ve started listening to school staff and inviting key voices into the conversation. If you’re interested in joining an online discussion on this topic, please do get in touch with me via email

Soon, I’ll be immersing myself in case study schools to gather insights from school leadership, teachers, teaching assistants, and the children themselves. As I’ve spoken with parents, carers, schools, and churches, I’ve seen a great deal of interest and support for this work. But I’m also very aware of how sensitive the subject can be, and the complexities that come with it.

Preparing the ethics application took considerable time and care, and I’m pleased to say it’s now been approved by Liverpool Hope University’s ethics committee. One of the biggest challenges so far has been recruiting schools to take part in the first stage of the research. I understand how busy schools are, and how many demands they face. Research involvement can feel like just one more thing. I’ve also encountered hesitancy and caution, often due to a lack of confidence or uncertainty in this area. That’s why I’m especially delighted to have now recruited the schools we need and am excited to begin research in these settings during the Autumn term.

Designing the data collection tools has been both interesting and challenging. I’ve worked hard to ensure they gather the insights we need to inform the dialogue framework, while also being respectful of the time and energy of headteachers, teachers, teaching assistants, and pupils. I’m looking forward to using these tools and plan to write up our learnings into a paper within the next six months, so we can share our ideas more widely.
Once we have our initial findings, which will focus on the gaps, pressures, and opportunities in primary schools, I’d love to bring together a small working party to help develop the framework. We’re able to offer some funding to cover the time of those who contribute. If you’re interested in this opportunity, or any other part of the project, please do get in touch with me.

I’m genuinely excited about how we can facilitate more conversations in schools about religion, while ensuring they happen in healthy, wholesome, and beneficial ways. As we develop this framework, I’m also hopeful that it could become integral to national policies and practices within primary education.