Intradisciplinary and/or interdisciplinary implications: In the context of the secular and/or non-religious public reflex in society, there is a tension on the place of religious thought in secular educational settings. As scrutiny increases of what, and how, religious material is shared and taught, especially to children, the role and place of hell in this space must be reviewed. This study provides a basis for Practical Theology in post-secular societies, utilising the Australian context, to do so.

Special Religious Education (SRE) classes are held in New South Wales public primary schools weekly. This article is built on a review of SRE classes based on Anglican past experiences to develop recommendations to ameliorate shortcomings and enhance their quality and value in New South Wales public primary schools in a post-secular society. The research was a literature study and evaluative interpretation of Anglican SRE in New South Wales from the newly emerged post-secular context. It described and discussed the history of SRE and education in New South Wales: making a contextual inquiry into the history of such education in a secular society. It used a qualitative approach to describe and interpret historical interview responses of Anglican adults about their experiences as students in SRE classes while attending New South Wales public primary schools. Three meta-themes arose from their experiences: a space for questioning; the importance of relationship and the temporal experience of SRE lessons. Recommendations to improve and deepen the SRE curriculum were made as a result of these responses, and a possible pedagogical framework to work on improving both the curriculum and learning experiences of students in SRE was suggested. This research confirmed an expectation that there will be religion and Christian teaching within the secular education system to embed virtues, values and ethics into Australian society; it is in programmes, such as SRE, children can question the way we live and act, develop a sense of belonging and a sense that they matter. It also showed that the current way is not the most conducive model for this to occur.Intradisciplinary and/or interdisciplinary implications: In the context of the secular/non-religious public reflex in Australian society there are conflicting views in the community about the place of SRE in government schools. In this context, it is critical that Christian educators can support their claims of the continued value and role of SRE.

This study was conducted during 111 days of coronavirus disease 2019 (COVID-19) lockdown and reviewed current media articles that revealed government bodies and institutions have come to view people not as priceless treasures, but in terms of the money they can generate and the economic value they may give to a nation. This view was contrasted with the historic Christian concept of inherent royalty and value that is intrinsic to all people, and embodied in monarchs and bishops. This study focuses on a review of historical literature and biblical texts around monarchy and the episcopacy in light of current media articles related to COVID-19. It found that politics and policy need to be grounded into the more fundamental aspects of our human condition and that it is the compassion and care people have for those who are more fragile: be it financially, physically, mentally or spiritually, that bishops and monarchs should be embodying in a time of COVID-19.Contribution: This study drew its key insights from contested historical thoughts on the role of monarchs and bishops. The results of this line of thinking challenge us as we consider the future function and role of these positions, and what they mean in times of crises. The key insight gained is the reminder that the lives of all people in our communities are important as each person holds an intrinsic value that cannot be traded for the sake of a country’s economy and business desires to turn a profit during the COVID-19 pandemic.