Introduction
Religion is integral to the socialization and development of children. It shapes their conception of the future and determines their willingness to work toward achieving specific goals. Religion can help children believe they have a future, as will be demonstrated in the presented argument. Religion can influence a child’s view of the future, given its impact on the environment in which a child grows. Most contemporary programs for teens are designed to improve future prospects through means such as completing education and gaining access to meaningful employment. While the strategies mentioned above have merit, there is a need to emphasize spiritual beliefs because their focus on qualities such as hope and redemption adds value to a child’s life. The application of religious concepts is integral to a child’s development because it equips them with the skills they require to succeed in a competitive environment.
Religion and Child Development
The focus on the impact of religion on the development of children and its overall effects on their future success has been the focus of intense scientific scrutiny. Research has demonstrated that parental religiosity is associated with enhanced interpersonal skills, self-control, limited self-internalizing behaviors, and positive learning styles among children (Bartkowski et al., 2019). It is vital to note that religion is a valuable asset in promoting positive child development, especially in households plagued by social disadvantage (Bartkowski et al., 2019). It is worth noting, however, that religion does not produce uniformly positive outcomes for youth and children. For instance, familial arguments regarding religion are associated with detrimental psychological adjustment and socialization, even when other causes of spousal arguments are considered (Bartkowski et al., 2019). The disadvantages notwithstanding, the beneficial effects of religion outweigh its perceived weaknesses.
It is vital to consider the factors that amplify the effects of religion on children. Religion fosters the belief that one is committed to a specific set of morals (Sarchami et al., 2020). It fosters the development of strong bonds between children and their parents. As a result, religion and spirituality play important roles in the lives of the young, given the fact that religious institutions sanctify domestic bonds by imbuing them with special meaning (Bartkowski et al., 2019). The power of religion lies in its ability to impart spirituality to a wide variety of earthly concerns. Therefore, it is possible for parents to use it as a resource for enhancing cohesion and pursuing specific goals, many of which are tied to an individual’s eventual success. It is worth considering the fact that the aforementioned benefits are mainly seen in single-faith homes. The effects are significantly different in mixed-faith households, where children often have poor developmental outcomes.
Bartkowski et al. (2019) sought to objectively evaluate the impact of parental religiosity on child development outcomes in a nationally representative sample of third-grade students. Bartkowski et al. (2019) hypothesized that parental religious involvement has the capacity to influence their children’s psychological development and social competence, given the high prevalence of family relationship sanctification in numerous denominations. However, outcomes that are beyond the confines of familial sanctification, such as academic performance, would be mildly affected by religion.
Religion plays a critical role in facilitating the advancement of children’s faculty judgments. The development of children’s factuality judgments, which refers to their ability to distinguish between mental and physical entities or probable and improbable events, has attracted significant scientific scrutiny. Studies have demonstrated that children from religiously devout families often believe that religious narratives are realistic, while those from less devout families view them as stories (Kotaman, 2018). The perception of religious stories as realistic is associated with a higher adoption of the principles emphasized in the narratives. As a result, children are likely to embrace such values and incorporate them into their lives and quest for success.
Religious beliefs should be emphasized because, in addition to teaching hope and redemption, they prepare individuals to live in and deal with the challenges that characterize a multicultural society. Amiel et al. (2019) note that religion is an important tool for the emphasis of diversity through the provision of an avenue for children to conceptualize variations in worldviews. Social skills are integral for cohesion in a diverse society. In addition, they facilitate the cultivation of meaningful relationships as well as a healthy respect for personal values.
Religion often encourages and facilitates the congregation of individuals in groups. Discussing other people’s values and religious beliefs equips the youth with the skills they require to prevent hatred and prejudice (Amiel et al., 2019). The exploration of the challenges within and across religious entities can educate children on the need to respect and understand different traditions and values and the impact they assert on individuals and societies. According to Amiel et al. (2019), religious education allows students to identify higher purposes in life as well as social support in life, which are essential for success. It is also worth noting that the social support an individual receives from participating in religious activities promotes their mental health. Amiel et al. (2019) further note that participation in religious activities is associated with heightened self-esteem as well as low incidences of substance abuse.
Education Outcomes
Religion has a significant impact on most children’s education outcomes. According to Horwitz et al. (2021), moral directives are the first dimension through which it creates change. Moral directives refer to religious teachings and texts highlighting specific guidance concerning personal virtue and self-control (Horwitz, 2021). It’s worth noting that the aforementioned directives are based on long historical narratives and traditions. Children who internalize moral guidelines can use them to inform life choices and ethical behavior. In addition, they are equipped with the skills required to make decisions in challenging situations as they work their way to success. The development process is characterized by making decisions that shape one’s life. Horwitz et al. (2021) note that religion provides substantive normative standards and guidelines that direct children’s decisions and practices. The link between moral directives and academic success stems from the former discouraging engagement in risky behaviors such as the consumption of drugs and alcohol (Horwitz, 2021). In addition, morally upright children tend to be more agreeable and conscientious, which are associated with desirable academic outcomes.
The most direct link between educational success and religious practice is access to opportunities provided by congregations for parents and their children. The prevalence of religious beliefs in a family setting is likely to foster the development of strong ties. The resultant elevation in parent-child interaction is likely to improve the chances of accessing quality education. There are educational prospects outside the school setting that are provided by religious institutions that increase a child’s chances of success (Esih, 2020). For instance, some churches provide children tutoring and organize educational trips to museums and parks. It is also worth noting that participation in religious activities increases learning opportunities, given the academic nature of some activities, such as bible reading, discussing scripture, and singing in the choir (Isnaningsih & Rohman, 2020). The religious context also indirectly reinforces the value of learning by the value religious institutions place on reading and interpreting the gospel. The fact that religious leaders are expected to study prior to preaching motivates children to embrace education.
The participation of children in religious congregations increases the civic skills they require for active participation. Children’s sense of belonging from participating in group activities is essential for their development. Their involvement in religious activities increases their organizational and social skills and makes them adept at speaking and writing. It is also worth considering that increased participation enhances the connection children have with learning institutions, which improves educational outcomes among religious children.
The association between religion and specific mannerisms associated with success is well-established. Horwitz et al. (2021) quote scientific studies demonstrating that religion was associated with specific prosocial behaviors. The first is compliant prosocial behaviors, which refer to helping when asked, altruistic traits; and anonymous prosocial behavior, which refers to providing aid in scenarios where nobody is watching. The studies demonstrate that deeply religious children are eager to offer assistance. The second is the social dimension, which is the social capital and networks that result from relationships generated with an adult through interactions in religious communities.
Social capital highlights the resources, opportunities, and information children in religious circles gain when developing relational ties with role models. Shaver et al. (2020) demonstrate that church attendance is positively correlated with social support as well as access to aid from other congregants. As a result of the aforementioned links, children are inclined to seek opportunities and utilize the resources provided to them by adults. This means that these children are in a better position to get the assistance they need with their homework, get access to summer jobs, and participate in competitive programs (Horwitz, 2021). Evidence indicates that children who have opportunities to access an adult’s help when it comes to academic challenges tend to perform well at school.
Religion facilitates the development of social capital, characterized by the reciprocity and trust required for children’s success in the future. It is worth considering that disenfranchised families may lack the social contact and networks required to reach their full potential. Religion plays a critical role in mitigating social capital deficits in various contexts. An individual’s active involvement and participation in a congregation’s activities provide opportunities to access vital information and establish good values (Cinantya et al., 2018). The facilitation of interactions between diverse groups of people allows for establishing connections to individuals capable of providing alternate sources of educational information that may help children develop personal goals. Regular participation in church-led activities increases the chances that an individual will find out about good educational institutions and the value of higher education in securing sustainable employment and meaningful employment opportunities. In addition, parents often come into contact with individuals who can explain the operation of school systems and the techniques required to negotiate a child’s academic career. Such opportunities equip parents with the skills to propel children to professional positions.
Network closure is a vital aspect associated with religious communities. It refers to the additional influence and oversight accorded to children by non-parental adults (Horwitz, 2021). The participation of children and adults in religious congregations is associated with the development of robust network closure with friends, teachers, and other parents. The highlighted relationships are likely to exist among individuals with identical moral and cultural views leading to high levels of cooperation in social control and oversight. The result is the creation of conditions for enhanced support and supervision of individuals, which leads to the expression of behaviors primarily considered prosocial and relevant in normal development. According to Horwitz et al. (2021), there is a high possibility that children who form their social networks through religious institutions maintain the organization’s moral directives.
Children’s participation in a congregation enhances the development of network structures essential for transmitting values from one generation to the next. It is often the case that congregational contexts provide opportunities for parents to know their children’s friend’s parents, thus establishing a form of social control that ensures children maintain high academic standards (Safitri, 2022). Network closure is vital in view of the fact that it facilitates the development of identities and promotes the development of values such as responsibility and respect for parental authority. Congregations are also an important avenue for recruiting individuals willing to participate in the activities of civic organizations, which play critical roles in the local community. There are numerous benefits that a child gains from participating in the activities of a community-based institution. For instance, they have opportunities to interact with diverse populations, which increases their access to the information necessary to make good educational and career choices. In addition, children stand a higher chance of gaining access to community resources such as libraries, museums, and other educational institutions that directly affect a child’s success.
Children who adopt religious principles are less likely to be truant. Horwitz et al. (2021) outline studies that demonstrate that religiously committed students are less likely to abscond from their lessons. It is worth considering the fact that the link between heightened religiosity and reduced truancy is determined based on correlational analysis. Horwitz et al. (2021) surmise that moral directives may play a central role in explaining why religious children are less likely to be truant. It is worth considering the fact that truancy and academic performance are related in view of the fact that an increased frequency of class attendance is associated with desirable academic outcomes.
A significant number of studies have demonstrated that religiously inclined children have aspirations to complete their education. Horwitz et al. (2021) assert that participation in church activities is associated with positive expectations regarding education expectations. These individuals are also more likely to express an interest in attending college because they view it as a realistic option. Early religious education is essential in view of the fact that it shapes characters. During these formative years, individuals develop their personalities and numerous moral and religious values that will guide them through life.
Mental Health
A child’s mental health is inextricably tied to his or her success in the future. Adverse experiences in childhood often affect individuals in their adult lives. Walton (2018) notes that Harvard’s T.H. Chan School of Public Health conducted a study in which children raised in religious households were found to have better mental health as they grew older. The researchers also noted that children who prayed on a regular basis experienced similar mental health benefits, including reduced risk for substance abuse and depression. Walton (2018) highlights that the study demonstrated that children who attended service at least once a week were 18% more likely to report being happy in their 20s than those who did not attend services. In addition, such children were 30% more likely to engage in volunteer work and 33% less likely to engage in undesirable behaviors such as the consumption of drugs and alcohol (Walton, 2018). It is vital to note that the experience of happiness and decreased depression was tied to the degree to which the children internalized religious content rather than the mere attendance of services. For instance, the researchers noted that individuals who prayed and meditated on a regular basis experienced a higher degree of life satisfaction, were better equipped to process emotions, and were more likely to forgive others (Walton, 2018). In addition, as mentioned earlier, the individuals were less likely to engage in unprotected sex, thus significantly reducing the chances of contracting sexually transmitted diseases.
There have been a number of studies in the past that have highlighted the existence of a link between religion and overall happiness. According to Walton (2018) researchers have proven that more religious people often experience a higher degree of happiness, and individuals who believe in the existence of a higher power are often better equipped to deal with stress. It is hypothesized that during meditation and prayer, the parts of the brain that are active when one thinks about self-referential worry-based ideas are silenced (Walton, 2018). In addition, the section of the mind that perceives the external world as separate also goes quiet. As a result, a child’s tendency to think of themselves is reduced, as is the overwhelming sense of separateness.
Hope and Redemption
Many youth programs focus on empowering individuals with the skills required to complete education and gain access to meaningful employment to safeguard their futures. While the aforementioned strategies are beneficial, there is a need to emphasize spiritual beliefs because their focus on qualities such as hope and redemption equips children with the skills they require to navigate the complexities of life. It is important to explore the foundational nature of these concepts while underscoring their relevance in a child’s chances of success in the future.
Research has demonstrated that hope is a psychological strength, especially among children forced to deal with adverse life conditions. According to Savahl (2020), hope is linked to subjective well-being, life satisfaction, and improved quality of life among children. The concept is defined as a cognitive-motivational construct that focuses on the development of goal-oriented behavior and embodies ideologies such as faith, empowerment, and resilience (Savahl, 2020). It is best explicated in the academically revered theory of hope. Snyder’s theory makes special considerations for the development of hope in children. It posits that goal-directed hopeful thoughts are experienced in the first few years of life (Savahl, 2020). The manner in which children are able to appraise and make sense of their ability to address challenges and overcome obstacles are important aspects of normal development.
Snyder’s theory of hope is essential in view of the fact that it proposes a cognitive model that proposes the value of pathways, goals, and agency. According to the theory, individuals are goal-oriented, and hope helps them to conceptualize their perceptions regarding their abilities, which is essential for formulating precise goals (Savahl, 2020). In addition, children can formulate specific strategies to achieve the developed objectives and emphasize self-related beliefs regarding the initiation and sustenance of measures designed to achieve the desired goals (Savahl, 2020). Snyder’s theory of hope is based on cognitive assessments. It proposes that children with high levels of hope are often efficient in pursuing set objectives and often experience high positive emotions (Savahl, 2020). It is also worth pointing out that children with low levels of hope face numerous challenges regarding achieving goals because they face various obstacles that increase the incidence of negative emotions.
Redemption plays a critical role in the future success of a child. Bauer et al. (2019) define a redemption sequence as “a narrative evaluation of life conditions that change from bad to good” (p. 548). These sequences are linked to an individual’s well-being, especially in the context of traumatic experiences. According to Bauer et al. (2019), redemption narratives are grouped into five distinct categories namely, recovery, sacrifice, growth, learning, and improvement. The fact that religion emphasizes the concept is beneficial for children because they learn the value of transitioning from bad experiences to good ones and incorporate such beliefs in achieving specific goals and objectives.
Hope and redemption are integral for success among religiously inclined children. It should be emphasized, however, that the concepts do not impact individuals in isolation. There are a myriad of factors that come into play in the determination of a child’s chances of experiencing a bright future. It is vital to incorporate the concepts in programs designed to help youth thrive to provide a holistic and comprehensive guide that facilitates the achievement of set goals and objectives.
Conclusion
The internalization of religious concepts is vital for a child’s development in view of the fact that it equips them with the skills they require to overcome challenging situations. The adoption of religious principles is associated with enhanced interpersonal skills, self-control, limited self-internalizing behaviors, and positive learning styles. In addition, participation in religious activities increases access to social capital, which is vital for developing networks that are integral for academic achievement. It is evident that in addition to mental health and behavioral benefits, religion’s emphasis on hope and redemption is necessary for the experience of success in the future. Therefore, it is necessary to incorporate religion into children’s daily lives because it significantly increases the odds of experiencing success.
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