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Supporting Hindu students

This resource provides information about Hindu religious practices that have implications for NSW public schools and the diverse communities they serve.

Hinduism: background and context

Hinduism, also referred to as Sanatana Dharma, is an ancient and diverse religion. The religion has both monotheistic (one God) and polytheistic (many Gods) elements. Although Hinduism may appear to involve the worship of many gods, it is fundamentally rooted in the belief in one Supreme Absolute Truth. While Hindus may worship in different ways, they are united in their devotion to the One God. This understanding fosters a sense of unity among Hindus and with all living beings.

There is no known prophet or single founder of Hinduism. While some Hindus consider the religion to be 5000 years old, the earliest composition associated with the Hindu tradition dates back 3500 years. Many Hindus believe the sacred writings, the Four Vedas, to be of ‘non-human’ origin, a revelation that accompanies creation. The four purusharthas (‘goals of human life’) frame notions of the ‘good life’: dharma (ethics), artha (prosperity/work), kama (passions), and moksha (salvation). In Hinduism, ethics attach great importance to truth, right conduct, love, peace, compassion, and nonviolence.

Hinduism has many philosophies, theologies, beliefs, rituals, and practices that developed over a long historical period and across large geographical areas. As such, Hindus vary in language, culture, and experience. Hindu families may follow different philosophies, traditions, and practices due to the numerous schools of thought within Hinduism. For Hindus, following family traditions is in no way disrespectful of other Hindu practices and traditions.

Hinduism in Australia

Worldwide, there are about 1.2 billion Hindus today. In the 2021 Census, 2.7% of the Australian population identified as practicing Hinduism. In NSW, Hinduism was practised by 3.4% of the population, making it the second most common non-Christian religion.

Place of worship

Hindus worship in a temple, also known as Mandir (North India), Devasthanam (the place of God), or Koyil/Kovil (South India). A Hindu temple enshrines a manifestation of the temple’s deity. Hindus attend the temple to be in the presence of the deity believed to be enshrined there.

Temples are also sites for social events and cultural transmission, the sharing and passing down of knowledge and practices.

Visitors to a Hindu temple should dress modestly and always act respectfully. Footwear and socks must be removed before entering Hindu places of worship. Visitors should avoid touching images of deities or any objects associated with the ritual life of the temple or shrine. Some temples will prohibit photos.

School leaders should endeavour to develop strong, consultative, and collaborative partnerships with their local Hindu community and faith leaders to ensure they are able to meet the religious and wellbeing needs of their Hindu students in culturally responsive and sustaining ways.

Students and staff who are visiting a Hindu temple or other places of worship on school excursions should demonstrate respect by observing expected behaviours.

Prayer and religious rituals

Morning prayer is important to some Hindu families. Most Hindu homes have a shrine where offerings are made, and prayers are said. Hindu worship (puja) involves images (murtis), chanting of sacred sounds and words (mantras), and symbolic diagrams that conceptual representations the universe (mandalas).

Every Hindu community will potentially have ideas and practices unique to that community. While beliefs and practices can vary, Hindus in Australia will often recognise a common sense of identity and purpose with others from the same religion.

Under the Multicultural principles of the Multicultural NSW Act 2000, 'all individuals and institutions should respect and make provisions for the culture, language and religion of others'.

NSW public schools should make arrangements that allow Hindu students to meet their religious observances, where possible. This should be done in consultation with parents, students, and their school community. Consent for student participation in religious activities should be provided by parents/carers. See Other activities of a religious nature in schools procedures.

Protocols for participation are agreed upon with students and parents and a staff member with duty of care is assigned to supervise.

Teachers should not ask students to justify variances in Hindu rituals and practices.

Significant religious observances

The two most sacred Hindu religious symbols are the swastika (卐) and aum/om (ॐ). The swastika is a symbol of auspiciousness, while the aum/om symbolises the universe and ultimate reality and is the sound that begins a mantra. These symbols are often created for and used in religious ceremonies and appear in assemblages associated with religion and culture.

Hindus celebrate a festival almost every month. The ‘Hindu calendar’ varies by region. The dates for Hindu holy days and observances follow the lunar calendar and may differ from year to year. Dates may also vary due to regional or sectarian differences.

Diwali/Deepawali, or the Festival of Lights, is an important Hindu festival that celebrates good overcoming evil and light overcoming darkness. It is a time to give thanks and offer prayers for health and prosperity. For some Hindus, it marks the New Year. Diwali usually falls between October and November and lasts for five days. Festival dates change every year depending on the position of the moon or some other celestial body.

Tihar/Deepavali is a Nepalese Hindu five-day festival of lights, honouring Yama (the God of Death). However, the festivities are usually dominated by the worship of Laxmi, the Goddess of Wealth. This festival is noted for lighting up homes with candles, oil-wick lamps and electric lights and occurs in October/November.

Holi or Festival of Colours, or Gaura Purnima, is the festival that marks the coming of spring, which coincides with the Appearance Day of Sri Chaitanya Mahaprabhu. It is held in March or April. People cover each other with coloured powders and spray coloured liquid on one another, especially red or pink, which signifies spreading pure love and happiness.

Sri Rama Navami is a commemoration of the divine appearance of Lord Sri Ramachandra and typically takes place in April.

Sri Krishna Janmashtami, is one of the most significant festivals in the Hindu tradition. It marks the divine birth of Lord Sri Krishna. In Australia, the festival is generally observed over two days during August or September.

Durga Puja, also called Navaratri, and the last day of Navaratri, Dussehra or Vijaya Dashami, is celebrated in September. It marks Rama’s triumph over the evil Ravana. Vijaya Dashami is the biggest festival for Nepalese Hindus, traditionally celebrated for two weeks with prayers and offerings to Durga (Universal Mother Goddess).

Dashain is the great harvest festival for Nepalese Hindus. It honours the Goddess Durga, who was created out of the energy of all the gods. This festival occurs from late September to mid-October and is a time for family reunions, exchanging gifts, blessings, and elaborate pujas.

The Hindu swastika and aum/om symbols may appear in the form of stickers with a good or an auspicious saying and may be on students’ schoolbooks or laptops.

The Hindu swastika is not to be confused with the prohibited Nazi and Neo-Nazi symbol, the ‘Hakenkreuz’ ('hooked cross'). The Hakenkruz is tilted on one of the points and is illegal in NSW.

Some students may be absent from school to observe significant religious festivals. The department’s Student attendance in NSW public schools procedures allow for principals to grant students leave to participate in recognised religious festivals or ceremonial occasions (PDF 71Kb).

Recommendations of practice include:

  • Build staff understanding of the religious diversity of the school community and the important role days of religious significance play in the community to build intercultural understanding and foster a culturally inclusive learning environment. The Calendar for cultural diversity provides information on some cultural and religious dates of significance.
  • When practical, ensure that planned school activities, assessments, and due dates do not unduly disadvantage students observing days of religious significance.
  • Maintain open communication with Hindu families regarding the religious needs of their children, including on religious days of significance.
  • Establish connections with local Hindu communities and organisations for support and collaboration.
  • Be mindful of the variations in Hindu festivals and dates of significance, Hindu family practices may vary within the same school community. Students should not be asked to justify why they follow particular traditions.

Clothing and dress

Hindus in Western countries generally wear traditional dress during festivals and worship/prayers. Some women wear sarees or salwar kameez, and some men wear dhotis and kurta. Both men and women may apply a mark (tika, tilak, bindi, pottu) to their forehead.

Some Hindu men wear a thread (Janeu or Yajnopavita) around the body that signifies coming of age. This thread passes diagonally from left to right from the shoulder to about waist height and is not intended to be removed.

Hindu male and female students may wear a bracelet or thread (kautuka, kalava, mauli or rakshadhara) around their wrist to ward off misfortune. Hindu students may have pierced ears, nose and henna/ mehndi applied. Henna is a dye used on hair and skin. It is applied during festivals and celebrations to mark auspicious occasions and festivals.

For Hindus, neck beads hold significant religious importance. The beads are made traditionally from sacred seeds or parts of revered plants and trees. Wearing them often involves a spiritual vow, and they are not to be removed under any circumstances.

The department’s Uniforms at school procedures state that the school uniform must “be inclusive of students from diverse backgrounds and accommodate cultural and religious requirements.”

Schools should note that for some Hindu students, wearing bracelets, earrings, necklaces, or threads is an important part of their religious observance. They should not be asked to remove them. Teachers should make considerations to ensure student safety during participation in practical activities and sport. For example, tucking in long jewellery or covering earrings.

Male students should not be asked to remove the Janeu when participating in swimming or other water sports.

Schools should discuss and develop reasonable and culturally inclusive uniform accommodations in consultation with their school community. For more information, see Uniforms at school procedures and the Uniforms at school checklist (PDF 192Kb).

Food and dietary requirements

Many Hindu families are lacto-vegetarian or refrain from eating beef or beef products as cows are sacred in Hinduism. Additionally, some Hindus may not eat food that has been prepared with utensils and cooking implements used in the cooking of beef. While many Hindus are lacto-vegetarians, this may differ between regions. For example, most Nepalese Hindus will eat meat except beef.

Eggs are an animal product and therefore are not consumed as part of Hindu lacto-vegetarian diets.

Some Hindu families may also follow the sattvic or sattik diet in which garlic and onion are avoided.

The department’s Student health and wellbeing policy states that 'schools are required to support students on health and wellbeing issues in a way that does not discriminate unlawfully against any student.'

Teachers of food technology and hospitality courses should:

  • provide alternatives to recipes that use beef or to support lacto-vegetarian diets
  • use separate dishes and utensils for preparing, processing, cooking, and serving beef.

Schools should discuss food preparation and ingredients with canteen staff to identify foods that will meet the dietary needs of Hindu students.

When providing food at excursions and school functions, ensure that vegetarian and other proteins (except beef) are available and served using separate utensils. Schools are encouraged to ask whether a vegetarian option is required instead of making assumptions, as an alternative to beef might suffice.

Schools should maintain open communication with Hindu students and families regarding their dietary requirements and make accommodations where possible.

This resource has been developed by Multicultural Education, with input from Curriculum, and in consultation with the Hindu Council of Australia, The Australian Bengali Hindu Association, The School of Historical and Philosophical Inquiry at The University of Queensland, and members of the Hindu community.

Category:

  • Teaching and learning

Business Unit:

  • Teaching and Learning Support
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