What if the secret to stronger grades, better behavior, and brighter futures for students isn’t just in the classroom — but in the pews? A new report from researchers at Brigham Young University and Harvard found that religious faith and participation are linked to real academic advantages. The findings are turning heads as educators search for fresh ways to close stubborn learning gaps.

Titled “Faith in Educational Renewal: Religion as a Resource to Transform Learning Opportunities,” the report drew on decades of research examining religion and human flourishing. It showed that middle- and high-school students with the highest levels of religious involvement achieve GPAs roughly 0.144 points higher than peers who never participate in religious activities. That difference is noteworthy on its own. And yet, the benefits go beyond just grades, with the report also finding that teachers who feel “called” to the profession — often connected to a sense of spiritual devotion — tend to bring greater motivation and resilience into the classroom.

So, how does faith actually translate into better report cards and learning environments? Authors Bryant Jensen of BYU and Harvard’s Irvin Scott highlighted three key mechanisms.

First, moral frameworks rooted in faith traditions that steer young people away from risky behaviors such as substance use, truancy, and violence. Second, practical skills honed in religious settings — from public speaking and serving others to studying sacred texts, which sharpen literacy and the ability to distill complex ideas. Third, the “social capital” that comes from strong relationships with family, mentors, and peers — relationships that offer support, resources, and motivation that many students might not find anywhere else.

Looking ahead, the authors proposed thoughtful partnerships between public schools and local faith communities as a way to expand opportunity, especially for disadvantaged students. They drew clear boundaries, however. As Scott stated, “While we do not advocate for public schools to teach religious doctrine or use public funds for religious purposes, partnerships with faith communities can offer untapped resources to enrich student learning opportunities, especially for those in disadvantaged communities.”

Jensen framed the challenge this way: “After nearly two centuries, the promise of U.S. public schools to foster effective and meaningful learning opportunities for all children across race and social class remains unfulfilled. Large gaps in learning opportunities continue to persist,” and “we believe religious faith can help bridge these gaps.”

At a time when educators are wrestling with widening opportunity gaps, this report suggests faith-based communities could be an untapped resource worth exploring — regardless of personal beliefs. To explore the findings through a biblical worldview, Dr. David Closson, director of Family Research Council’s Center for Biblical Worldview, spoke with The Washington Stand.

“These findings are not surprising when viewed through a biblical lens,” he said. “Scripture consistently teaches that the formation of the heart, mind, and character is foundational to a flourishing life, including intellectual growth. Proverbs 1:7 tells us that ‘the fear of the Lord is the beginning of knowledge,’ and this report is essentially observing that principle in practice.”

Closson explained that when students are formed within a framework emphasizing moral responsibility, discipline, and purpose, their academic outcomes tend to improve. He pointed out that the report itself noted “that religious participation fosters moral codes, social competencies, and even literacy skills through practices like reading sacred texts and listening attentively to teaching” — all of which “reinforces what Scripture has long taught: education is not merely intellectual, but moral and spiritual as well.”

Students thrive, he added, when their “life is ordered around truth, meaning, and accountability.” This aligns closely with the report’s emphasis on “social capital,” which “closely mirrors the Bible’s vision of community and discipleship.”

“Churches and families can intentionally cultivate this by strengthening intergenerational relationships, ensuring that young people are known, mentored, and invested in by multiple adults,” Closson said. “This is especially important in disadvantaged communities, where students may lack stable support systems elsewhere.”

“Consistency and presence are key,” he continued. “Churches should be places of regular encouragement, accountability, and relational investment, not just weekly programming. Families and churches should also reinforce the connection between faith and learning, helping students see education as an act of stewardship and part of their calling before God.”

Closson also highlighted practical steps faith communities can take, such as offering tutoring, mentorship, and guidance on college and career pathways. These efforts, he noted, “provide not only structure, but hope. The gospel gives students identity, purpose, and a future-oriented vision that can motivate them to persevere and succeed.”

Regarding the report’s call for partnerships between schools and religious groups — while keeping doctrine and worship separate — Closson responded with both appreciation and caution: “The report’s recommendation for partnerships between schools and faith communities should be approached with both appreciation and discernment. It is encouraging that research is recognizing the positive role faith communities play in student success and human flourishing. At the same time, clear boundaries must be maintained. Public schools should not teach religious doctrine or coerce religious participation, as those protections are essential for preserving religious liberty. However, there are meaningful ways for Christians to engage that respect those boundaries.”

He suggested one clear path forward: “Faith communities can come alongside schools by offering tutoring, mentoring, and support for students and families, particularly in underserved areas. These efforts should be voluntary, transparent, and focused on serving the common good.”

As Closson concluded, “The key principle is that the church should never outsource its mission, but it can engage the public square in ways that reflect Christ’s love. Ultimately, this moment highlights something deeper: even a secular culture is rediscovering that formation matters, and the church is uniquely positioned to offer not just social support, but a comprehensive vision of human flourishing rooted in the gospel.”