More than 60% of respondents agreed that learning about diverse beliefs can have important social benefits, such as reducing prejudice and reinforcing the principle of freedom of religion. 

The research project, ‘RWE for All’ (Religion and Worldviews Education for All)', explored how RE in Northern Ireland could be more inclusive within a school system where most primary schools (Controlled, Maintained, and Integrated) retain a Christian ethos. The current RE syllabus, developed in 2007 by four Christian churches, mandates compulsory teaching of exclusively Christian content. 

The research was carried out by Dr James Nelson from Queen’s and Dr Rebecca Loader from the University of Cambridge, with funding from Culham St Gabriel’s Trust and with participation from the Northern Ireland Interfaith Forum and Parents for Inclusive Education.

Other key findings include:  

• Almost half of participants (46%) were satisfied that the same syllabus is taught to all children, regardless of beliefs. However, there was considerable dissatisfaction (42%) that Christian churches are responsible for writing the RE syllabus.   

• Minority faith and non-religious parents reported that the current Christian-centric RE and collective worship often felt marginalizing or exclusionary. The legal right to withdraw children from RE is generally regarded as unsatisfactory because it can make the child feel "othered" or excluded from the class.   

• Teachers noted inconsistency in how RE is taught and felt vulnerable and unsupported when trying to manage diversity in their classrooms, especially when external religious visitors spoke in ways that were age-inappropriate or fear-inducing. 

Dr James Nelson from the School of Social Sciences, Education and Social Work at Queen’s University Belfast said: 

“The research affirms the necessity for reform of the curriculum. It suggests that while the history of Christian education is deeply rooted in Northern Ireland, there is broad support for transforming religious education classes into inclusive spaces where all students learn together about diverse worldviews with a view to engendering respectful social relations in a shared society.” 

Dr Rebecca Loader, Assistant Research Professor at the Faculty of Education, University of Cambridge commented: 

“An inclusive RE curriculum at primary level has the potential to benefit all children, enabling them to share their own perspectives and identities and to understand those of their friends and neighbours. This research offers ways forward for revising the curriculum based on dialogue and consensus-building.”   

The researchers recommended characteristics of a new syllabus that could gain broad approval, including:  

• Being person-centred, giving all pupils equal status as learners;  

• Designed by a group with a wealth of educational expertise; 

• Informed by those from diverse religious and philosophical convictions; 

• Transparent about the objectives and how to achieve them;  

• Subject to scrutiny and inspection; 

• Valid alternatives must be provided for those who choose not to participate in religious education.