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Teaching science and religious education in a more “compatible” manner could lead to increased interest in science, technology, engineering and maths careers, research suggests.

Researchers from found that “many” secondary school students do not view the subjects as “inherently contradictory”, and suggest that teaching them in a “more connected” way can boost interest in further Stem studies.

For the study, more than 400 students in Years 9 and 10 at six secondary schools in England were given biology lessons that taught the subject in a “less reductionist” manner. Six lessons were designed to present science in a “holistic, big-picture way”, encouraging learners to consider scientific explanations in broader terms.

The students also took six RE lessons that explicitly explored the different ways in which science and religion may relate.

Increased interest in Stem

Students were surveyed before and after the lessons. For those who viewed science and religion as compatible before the programme, researchers reported - after the lessons - greater confidence in science abilities and increased interest and motivation to continue with Stem studies.

After the programme, a bigger proportion of the students believed that science and RE could be compatible, and more agreed that it is “acceptable” to discuss non-scientific perspectives in science lessons.

Students who did not believe in the compatibility of the subjects before the programme expressed more negative views about science after the lessons, the researchers found.

The study follows the release of entries data for the 2026 exam series, which shows that combined science was the most‑entered GCSE, while biology, chemistry and physics all ranked among the top 10 A‑level subjects.

Schools could “benefit” from assessing opportunities to explore how science and religion can co-exist, the UCL study says.

Lead author Professor Tamjid Mujtaba said: “Although science and religion are often portrayed as conflicting worldviews, this study shows that many secondary school students do not view them as inherently contradictory, and that adapted teaching approaches can reduce perceptions of conflict.

“For some young people, reducing the perception that they must choose between science and their religious beliefs may make science feel more accessible and relevant.”

Professor Mujtaba conceded that the findings could be “worrying” for science teachers but argued that there is “merit” in allowing students to discuss issues such as creationism in lessons without fear of ridicule.

Professor Michael Reiss, a co-author of the study, said the findings demonstrate “substantial benefits” in creating space for discussion on possible relationships between the two subjects.

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