| In response to high-stakes testing and increased fragmentation in schools, many educational theorists have advocated using more holistic educational practices including nurturing students' spirituality. However, little research has been done to explore adolescents' perceptions of spirituality. Three questions guided this study: (1) How do students define spirituality? (2) What are students' perceptions of the ways in which school experiences have influenced their spirituality? (3) According to students' perceptions, to what extent are schools fostering students' spiritual growth? Implications for educational practice were also explored.;This mixed-methods qualitative study explored 168 high school seniors' perceptions of spirituality and how high school experiences affected their spiritual development. Data collection occurred at three urban, non-religiously affiliated, independent schools in the Pacific Northwest. Students were given a paper-and-pencil survey with 22 Likert-type questions and four open-ended questions. Quantitative analysis was performed on the Likert-type questions and the four open-ended questions were analyzed using qualitative grounded theory methodology. Six semi-structured interviews with two students at each school provided more in-depth data.;Results showed that the two most frequent ways students' defined spirituality were as a connection to a higher power and as a connection with oneself. Most students said spirituality was different from religion primarily because spirituality is a uniquely personal and self-generated experience while religion is a group experience through which people adopt a set of prescribed ideas.;Students generally felt that school had done little either to enhance or hinder their spirituality. Students mentioned that connecting with others helped their spiritual development as did some classes especially English and history. Students mentioned that a non-tolerant school atmosphere or pressure to conform had hindered their spiritual development. Most felt that spirituality was not talked about at school.;One implication was that school culture is important in enhancing spiritual development. Another was the importance of teachers' attitudes and behaviors toward spirituality and their willingness to talk openly about spiritual issues. A third is the need to examine the curriculum and pedagogical practices for spiritually enhancing methods and experiences. Finally, spirituality must be defined very precisely or perhaps an alternate word should be used. |
