Northern Ireland Humanists has urged the Department of Education (DoE) to end its ‘Christian by default’ approach to Religious Education (RE) in Northern Ireland schools, warning that the current system is outdated, exclusionary, and out of step with modern society.

In its submission to the DoE’s Call for Evidence, Northern Ireland Humanists reiterated its concerns that the current RE syllabus is shaped by the four largest Christian denominations. As a result, Christianity dominates the subject, with other religions largely excluded until Key Stage 3 and humanism almost entirely absent.

Northern Ireland Humanists also argued that this narrow framework fails to reflect the diversity of beliefs among young people today. Around a third of young people in Northern Ireland now describe themselves as having no religion.

In November 2025, the UK Supreme Court ruled in a case known as JR87, that RE in Northern Ireland schools does not meet the requirement to be taught in an ‘objective, critical and pluralistic’ way. The court also ruled that ‘not being objective, critical, and pluralistic’ and ‘indoctrination’ were ‘two sides of the same coin’. This then led to the Education Minister announcing a review of RE, to be led by Professor Noel Purdy. Collective worship, however, remains out of scope of the review.

Northern Ireland Humanists Coordinator Boyd Sleator commented:

‘Religious Education in Northern Ireland has been Christian by default for far too long. A curriculum written by churches and centred on Christianity does not reflect the diversity of beliefs and backgrounds among young people today.

‘The Supreme Court has made clear that RE in state schools must be objective, critical and pluralistic. That means teaching about a wide range of religions and non-religious worldviews in a balanced way, not presenting one tradition as the norm.

‘This review is an opportunity to create a modern subject that prepares pupils for life in a diverse society. Churches should be consulted like any other stakeholders, but they should not have a privileged role in deciding what all children learn in state-funded schools.’