Faith in Public Schools: A Third Way
While many would argue that the last thing we need in America now is more religious interaction between faith groups and public schools, I suggest that there is a way to bridge this divide that supports our most vulnerable youth.
For generations, my family has held two beliefs dearly: public education has power to give us knowledge, and our Christian faith has power to give us strength. I’m a Christian man of faith and a lifelong, committed public school educator. I harbor no desire to impose my beliefs on others, yet I am convinced that communities of faith are resources that can be of enormous value to our students and their families and to our educators.
COVID-19 has exacted a devasting toll on student learning, public confidence in schools is waning, and there remains an unprecedented teacher shortage in the U.S. Yet, despite the obstacles, millions of educators, students, and caregivers persist in doing yeoman’s work. Over the years that I have taught Faith, Education, and Leadership at Harvard Graduate School of Education, my students have belonged to many spiritual and religious backgrounds; some have created their own religions, some are agnostic or atheist. Despite our religious differences, we unite around our common commitment to ensuring America’s children learn and thrive. We are also drawn to the exploration of safe and innovative practices that enable communities of faith — a critical part of the PK-12 Education Ecosystem — to help support the academic and social-emotional needs of students.
There is long-standing evidence that shows the impact of school, family, and community connections on student achievement. Faith communities have historically played, and continue to play, an important role in the fabric of U.S. communities. And according to 2021 Gallup polling on religion in America, forty-nine percent of Americans say religion is “very important” in their life, with another 27% saying it is “fairly important,” and 25% saying it’s “not very important.”
The relationship between religious beliefs and public education is nuanced. Yet, as with so many complex issues today, our approach to faith and education in this country has become dominated by an artificial dichotomy between two poles. Stringent proponents of faith-influenced education want religion — often Christian beliefs in particular — to dictate what and how students learn. On the other end of the polar dichotomy are those who argue faith communities shouldn’t interact at all with public schools or educators in service of kids. Many in this camp reference the First Amendment’s separation of church and state or misinterpret the SCOTUS decision in McCullum v. Board of Education.
Both extremes miss the mark. The former puts so much focus on religious agendas that students’ educational needs take a back seat, and other religious identities are ignored or even demonized. The latter ignores the benefits of religious traditions to our families, children, and educators, especially those in historically under-resourced and under-represented communities. For example, according to Pew's landmark study, 75% of Black adults answered that religion is very Important, and 16% answered somewhat Important, while 59% of Latino adults answered that religion is very Important and 25% answered somewhat important.
Both extremes turn a blind eye to the pressing issues that the pandemic exacerbated. From anxiety and mental health issues to unprecedented academic declines, our children are struggling. Furthermore, we can’t afford to ignore the role that faith-based communities — whether mosques, synagogues, temples, churches, or other faith-based non-profits and community-based organizations — have played historically in strengthening our communities.
As the founder of Harvard’s Leadership Initiative for Faith and Education, I believe there is a third way. This third way involves prioritizing children, their wellbeing, and their learning above proselytizing and advancing adult agendas. In this model, all faiths are respected and seen as potential partners, and all voices are heard. There are three types of partnerships that could exist between faith partners and schools. First, there are basic, direct assistance partnerships. An example of this might look like a church providing bookbags for all students at the elementary school across the street, or the synagogue purchasing local coffeehouse gift cards for all the faculty and staff of the local elementary school. The second type of partnerships are more relational and require a deeper understanding of the academic and social-emotional needs of the students, as well as the capacity of the faith partner to support those needs. Take the example of United4Hope, a Nashville-based partnership between the local school district and area churches that provides four layers of support: direct student assistance, staff encouragement, family engagement, and in-kind contributions. In Arizona, hundreds of schools are linked with nearby community partners, including faith-based organizations, to build partnerships that leverage community strengths to meet school-based needs. The final type of partnership is one where faith communities use their time, resources, and voices to advocate for policy changes that will address deeper systemic and structural barriers to student success. For example, earlier this year a group of faith-motivated advocates in Indiana, organized by The Expectations Project, came together to tell their state representatives to protect the mental health of students and also to protect the ability of teachers to present history accurately. The advocates sent 20,000 letters and were successful in their demands.
There are more than 50 million school age children in the U.S. and over 350,000 houses of worship. What if each of these faith-filled groups sought to understand the challenges and opportunities facing the children in their community and worked across divides to support them? We are at an inflection point for kids and educators and we need all hands on deck. Drops in academic performance and other signs of struggle coming on the heels of a global pandemic require all of us to stop and ask — in the spirit of the traditional greeting of the African Maasai tribe — “How are the children?” This expression suggests that the true strength of a community is determined by the well-being of its children.
About the Author:
Dr. Irvin Scott joined the faculty of Harvard Graduate School of Education during the summer of 2016. At Harvard, Scott teaches courses in Educational Leadership, Entrepreneurship in Education Philanthropy and Education, as well as Faith and Education Partnerships. He is the founder of the Leadership Initiative for Faith and Education (LIFE).
Before coming to Harvard, Scott served for five years as the deputy director for K–12 education at the Bill and Melinda Gates Foundation, where he led the investment of $300 million in initiatives focused on transforming how teachers are recruited, developed, and rewarded. This work built on existing efforts that were occurring in the Gates Foundation’s Intensive Partnership Site. At the Foundation, Scott also led a team to initiate the Elevating and Celebrating Effective Teaching and Teachers experience, which became a teacher-driven movement and could be found in most states across the country. This teacher-led effort involved bringing thousands of teachers together to collaborate with their peers, engage in teacher leadership, and celebrate the profession. To address educational inequities in the U.S., Scott also led an effort at the Foundation to build strong partnerships and deeper engagement between faith-based organizations that serve underrepresented students, families, and communities.
Over his nearly 30 years in Education, Scott has been Chief Academic Officer and Assistant Superintendent of High Schools for Boston Public Schools; a High School Principal at McCaskey East High School in Lancaster, PA; and a High School English Teacher at McCaskey High School — the job he’s loved the most. He is also the author of 30 for 30: One Educator’s Story of Faith, Love, Learning, and Leadership.