The state of Texas has enacted legislation requiring the inclusion of Bible stories in public school curricula, a move that has drawn sharp criticism from the United Kingdom’s education officials. The UK government has issued a formal warning, citing concerns over the erosion of secular education standards and the potential for religious indoctrination in state-funded institutions.
Texas Governor Greg Abbott signed the bill into law on Monday, arguing that the Bible is a foundational text for Western civilisation and that students should be familiar with its narratives. The law mandates that schools incorporate stories from the Old and New Testaments into lessons for pupils aged 5 to 18, focusing on moral lessons and historical context. Critics, however, see this as a direct challenge to the separation of church and state, a principle enshrined in the First Amendment of the US Constitution.
The UK’s Department for Education responded with a statement expressing alarm. “The United Kingdom upholds a robust secular education system where religious texts are studied as part of broader cultural and historical contexts, not as mandated narratives,” the statement read. “We urge Texas to reconsider policies that risk undermining the neutral, inclusive environment essential for modern education.”
This development is not isolated. Similar bills have been proposed in at least a dozen other US states, including Oklahoma and Louisiana, where lawmakers have sought to introduce Bible-based lessons under the guise of “moral education.” The trend reflects a broader cultural battle in the United States over the role of religion in public life. According to a 2023 Pew Research Centre survey, 63% of Americans believe religion is losing influence in public schools, with conservative groups pushing to reverse this trend.
Dr. Eleanor Hayes, a professor of education policy at the University of Cambridge, described the Texas law as a “dangerous precedent.” She explained: “By mandating specific religious stories, the state is effectively endorsing a particular faith tradition. This not only marginalises non-Christian students but also undermines the scientific and critical thinking frameworks that are the bedrock of public education.”
The scientific community has also weighed in. Dr. Marcus Reed, a geologist at the University of Texas, noted the irony of such legislation in a state grappling with climate change. “Texas is on the front line of extreme weather events, from hurricanes to droughts. Our children need education rooted in evidence and data, not ancient parables. We are failing them by prioritising mythology over meteorology.”
Proponents of the law argue that it does not mandate religious instruction but rather exposes students to cultural literacy. Representative John Davis, a sponsor of the bill, stated: “Understanding biblical references is essential for comprehending Western art, literature, and history. This is not about promoting faith; it is about educational completeness.”
However, the UK’s warning highlights a transatlantic divide. In Britain, religious education is compulsory but focuses on comparative study of multiple faiths and worldviews. The UK’s Office for Standards in Education (Ofsted) has previously criticised schools that fail to provide balanced, non-denominational RS lessons. “Our system is designed to foster mutual respect and understanding, not to privilege one tradition,” said an Ofsted spokesperson.
The Texas law is set to take effect at the start of the next academic year. Legal challenges from civil liberties groups are expected. The American Civil Liberties Union has already announced plans to file a lawsuit, arguing that the law violates the Establishment Clause of the Constitution.
As the world warms and ecosystems collapse, humanity faces existential challenges that demand rational, evidence-based education. The UK’s warning serves as a reminder that learning must be grounded in reality, not revelation. In the words of Dr. Hayes: “We cannot afford to retreat into dogma. Our children deserve the tools to navigate a complex and changing world, not a curriculum that looks backward rather than forward.”
