Barnardo's Scotland Children and Young People Engagement Report – Religious Observance and Religious Education in Schools

7. Conclusions/Recommendations

7.1 Conclusions

• Children and young people strongly value having a say in decisions about participation in RO and RME. Across settings, many participants described feeling it was unfair for decisions to be made about them (including withdrawal) without their views being sought and taken seriously. However, this was rarely framed as a desire for wholly independent decision making.
• Many participants described a preference for shared or supported decision-making, rather than decisions being made solely by either children or adults. This often involved parents or carers alongside a trusted adult in school (for example, pastoral staff, headteachers, or RME teachers), particularly where views differed or where support was needed to understand the implications of decisions. This reflects an underlying tension: while participants valued autonomy, they also recognised the role of adults in supporting understanding, managing disagreement and mitigating potential pressure.
• Participants generally distinguished between RO and RME. RO was commonly understood as participation in religious practice (e.g., prayers, services) and, for some, was associated with discomfort, particularly where it felt repetitive or did not align with personal beliefs. RME was more commonly described as a learning experience, with many participants highlighting its role in understanding different beliefs, discussing moral and ethical issues, and developing wider skills. This distinction was central to how participants approached questions of choice and withdrawal.
• A consistent pattern across discussions was that participants applied different principles to RO and RME. Participation in religious practice was more likely to be seen as a matter of personal belief and therefore choice, whereas learning about religion was more often viewed as part of a broader educational entitlement. This distinction underpins much of the variation in views on withdrawal.
• The legislative requirement to consider children and young people’s views reflects many of the features that participants associated with “meaningful participation”. These included being listened to, having opportunities for discussion, and understanding how their views were taken into account in decisions.
• Views on an independent right to withdraw were mixed and often differed between RO and RME. Support tended to be stronger in relation to an independent right to withdraw from RO than from RME, reflecting concerns about participation in religious practice. In relation to RME, participants more frequently expressed caution, often linked to the perceived value of the subject as part of learning about different views and perspectives and as supporting inclusion and preparedness for adult life.
• Where concerns were raised about an independent right to withdraw, these generally focused on how such a right would operate in practice. Issues raised included the potential for decisions to be made without sufficient understanding (particularly for younger children), the influence of peers or others, the possibility of withdrawal being used to avoid classwork, and whether decisions could be revisited over time.
• Views were not uniform, and participants frequently balanced competing considerations, including individual choice, parental responsibility, the value of learning, and social or relational impacts. This highlights that decisions in this area are not straightforward and are shaped by context, including age, maturity, school setting, and family beliefs.
• Overall, participants’ views suggest that the key issue is not simply whether withdrawal is permitted, but the process by which decisions are made. This includes access to clear information, and ensuring that arrangements for withdrawal or participation are handled in a way that is respectful and does not single out individuals.

7.2 Recommendations

1. Provide clear and consistent guidance to schools on the distinction between RO (participation in religious practice) and RME (learning about religion and beliefs), including how this should be communicated to children, young people and parents and carers.

2. Ensure that clear expectations are set for meaningful and appropriate alternative activity for pupils who are withdrawn from RO.

3. Provide guidance and support for schools on facilitating sensitive discussions about participation and withdrawal, including managing different views between children and parents and ensuring approaches are age appropriate.