Impact of Religion on Childhood Growth and Development
The University of Texas at San Antonio (UTSA) researchers have published a new study in the journal Religions, shedding light on the complex relationship between religious upbringing and childhood development.
The study, which analysed data from the Early Childhood Longitudinal Study (ECLS)-Kindergarten Cohort, found that youngsters raised in religious homes generally perform less well academically when compared with their non-religious peers, particularly in math and science. However, third-graders' psychological adjustment and social competence were positively associated with various religious factors.
Dr. John Bartkowski, professor of sociology at UTSA, stated that religion can be an important influence during grade school years, but it is not the only avenue for well-rounded development. He suggested that religious groups prioritize soft skills such as self-control and social competence, which may come at the expense of academic performance.
Religious solidarity among parents and communication between parent and child were linked to positive development characteristics. However, religious conflict among spouses was connected to negative outcomes.
The study does not inquire about denominational affiliation, so it cannot determine if children from certain religious backgrounds are especially likely to balance social psychological development and academic excellence. Nor does it provide information about the impact of specific religious groups on children's academic performance or discuss the role of academically oriented school clubs and activities in the development of children from different religious backgrounds.
The study adds to a 2008 study conducted by Bartkowski and colleagues, which found that religion was linked to enhanced psychological adjustment and social competence among primary school-age children. Bartkowski noted that some religious groups may more effectively balance soft skill development and academic excellence than others, but the study does not specify which religious groups may do so.
Academic performance differences between children raised in religious families versus non-religious families vary by context, with children from religious families often showing equal or sometimes better academic outcomes due to the structure, community support, and values emphasizing discipline and education found in many religious settings. Meanwhile, children from non-religious families may have more diverse influences. However, no universal consensus applies as outcomes depend on many socioeconomic and cultural factors.
Dr. Bartkowski also suggested that academically oriented school clubs and activities may complement religious influences for positive child development. He emphasized that a well-rounded development involves multiple factors, and religion is just one piece of the puzzle.
