A critical analysis of contemporary challenges to Catholic schools in Scotland

Timms, Callum (2026) A critical analysis of contemporary challenges to Catholic schools in Scotland. MPhil(R) thesis, University of Glasgow.

Abstract

This thesis offers a critical analysis of the contemporary challenges facing Catholic schools in Scotland. Drawing on historical, theological, policy-based and statistical sources, it examines how Catholic education in Scotland, as shaped by the 1872 and 1918 Education (Scotland) Acts, the contribution of religious congregations, and the Catholic Church's teachings, now operated in a rapidly changing social landscape.
A number of main challenges facing contemporary Catholic schools in Scotland are identified, namely: poverty; pluralism and secularism; the public debate concerning the continued state-funding of Catholic schools; the curriculum; and staffing and recruitment. Through analysis of recent data pertaining to the challenge presented by poverty and the Scottish policy context, this thesis demonstrates that while schools can help mitigate the impact of deprivation, they cannot address its structural causes alone. It is argued that Catholic Social Teaching and Liberation Theology provide distinctive and compelling frameworks through which Catholic schools can respond to these challenges.
Tensions are highlighted between the distinctive nature of Catholic schools and national policy requirements, alongside geographical disparities within Scotland specifically with regard to the availability of Catholic teachers. The thesis concludes by proposing recommendations for school leaders, academics and Church authorities, emphasising the need for a clearer formation for Catholic educators and school leaders in the mission and identity of the Catholic school, and policy approaches informed by Catholic Social teaching and Liberation theology.
Ultimately, this thesis argues that Catholic schools can continue to make a vital contribution to Scottish society when they effectively and confidently integrate their historic mission, theological foundations and contemporary responsibilities.

• Item Type: Thesis (MPhil(R))
• Qualification Level: Masters
• Subjects: B Philosophy. Psychology. Religion > BR Christianity; L Education > L Education (General)
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: McKinney, Professor Stephen and Robinson, Mr. Leon
• Date of Award: 2026
• Depositing User: Theses Team
• Unique ID: glathesis:2026-86325
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 10 Nov 2026 14:34
• Last Modified: 10 Nov 2026 14:38
• Thesis DOI: 10.5525/gla.thesis.86325
• URI: https://theses.gla.ac.uk/id/eprint/86325