Beyond the Classroom: The Power of Visiting Real Places of Worship

Following Inter Faith Week, teachers across Leicester and Leicestershire are continuing the conversation by visiting some of the city’s vibrant places of worship. These visits, organised in partnership with the Leicester Diocese and RE Today, and led by Lat Blaylock and myself, offer rich opportunities for professional learning. They aim to strengthen teachers’ subject knowledge, build confidence in leading pupil visits, and highlight the importance of engaging with authentic voices.

Why visit?

Experiencing religious traditions in context helps teachers bring real-world insights into the classroom, making RE more meaningful. Visiting a mosque, gurdwara, or mandir allows teachers to encounter faith as something living and rooted in community. For example, one gurdwara we visit is housed in a repurposed building, showing how sacred spaces can be adapted to meet community needs. Observing rituals, asking questions, and engaging with faith leaders allows teachers to understand the meaning behind practices, symbols, and daily life in each community, deepening their subject knowledge while challenging assumptions and stereotypes.

These visits also serve a practical purpose: equipping teachers with the skills to plan and manage meaningful, safe pupil visits. By observing good practice and speaking directly with faith hosts, teachers gain insight into effective visit planning—from preparation and risk assessment to respectful engagement. They also hear substantive knowledge from real voices, which they can bring back to the classroom to enrich pupils’ learning.

Reflection sessions during the visits encourage teachers to think about how these experiences can inform lesson planning, classroom conversations, and wider school initiatives. Most importantly, the visits model the values at the heart of good RE: curiosity, respect, and dialogue. Pupils benefit indirectly, gaining richer lessons and the opportunity to encounter difference in a nuanced and empathetic way.

As a former primary RE lead, I know how powerful it is for children to engage with authentic voices. I also understand the challenges teachers face when organising visits—especially in today’s climate, where some schools encounter objections or concerns from parents. I’ve experienced this myself and want to share some practical steps that helped make visits successful.

Overcoming Challenges Around Visits

During my time as RE lead, I organised a visit to a local mosque. Some parents were concerned about aspects of the visit, such as gender separation during prayer. Others were anxious about travelling to a large city, especially following a widely reported attack on a mosque. It was clear that fear and misunderstanding were shaping reactions, even though the visit aimed to build the very understanding that could challenge those fears.

Meeting to Allay Concerns

To address this, we quickly organised a parents’ meeting before worries could spread through informal channels. We created a welcoming space for open, respectful dialogue and prepared clear answers to anticipated questions. We explained what the visit would involve and why it was a valuable learning opportunity. This proactive approach helped build trust and understanding.

Challenging Misconceptions and Stereotypes

The impact of the meeting, and the visit itself, was incredibly positive. Parents and children felt more confident and informed. Pupils returned full of enthusiasm, eager to share what they had learned. The visit replaced misconceptions with curiosity and respect. Only one pupil didn’t attend, and she created a “visiting a mosque” project at school, which she shared with the class upon their return.

Practical Answers to Objections

Over the years, I’ve encountered various objections, but there are practical ways to address them:

• Funding: Can the PTA help fund transport to reduce costs for families?
• Combining Trips: Can you combine a visit to a place of worship with a museum or sports venue to create a broader educational experience?
• In-School Alternatives: Why not host a “faith marketplace” event in school, inviting representatives from different traditions to engage with pupils?

These strategies help make visits more accessible and inclusive.

Looking back, these experiences remind me why visits to places of worship are essential in RE. They deepen knowledge, nurture respect, and foster connection. As educators, we play a vital role in opening these doors—even when challenges arise. With open communication, sensitivity, and collaboration, visits can be transformative moments in pupils’ learning journeys.

The RE Hubs website is a fantastic resource for planning visits. It includes a list of accredited venues trained in best practice for hosting school groups, and a short video offering top tips for successful visits.

Ultimately, visiting places of worship is about more than observing rituals or buildings—it’s about fostering curiosity, understanding lived experiences, and appreciating diverse worldviews. By sharing my experiences, I hope to encourage teachers to embrace these opportunities and bring the richness of real-world religious experience into their classrooms. Every visit is a chance to open minds, challenge assumptions, and inspire meaningful learning.