The role of spirituality in a rural second-grade science and social studies classroom

Children’s spirituality unequivocally connects to student experiences in schools due to their relationships with themselves, others, nature, and transcendence. These pillars allow students to enhance their awareness, value, and mystery in relationship with curricular content to become more spiritually sensitive citizens. This action research sought to understand the role of spirituality in a rural second-grade science and social studies classroom. Qualitative and quantitative survey, interview, observation, and artefact data were collected. The data was analysed through the constant comparative method and descriptive statistics. Themes emerged to produce three primary codes and 18 secondary codes for findings. The study found that students’ spirituality is associated with content engagement and that teachers can nurture a positive classroom culture through spiritual citizenship.