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Supporting Muslim students

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

Islam: background and context

Islam is a monotheistic religion founded by the Prophet Muhammad in Mecca, Arabia. Followers of Islam are called Muslims. Muslims believe in a single, all-powerful, all-knowing God who is known by ninety-nine names, each of which is a description of divine perfection.

The Arabic word for God is Allah. Jesus, Moses, and Abraham are respected as prophets of God in a long line of messengers and Muhammad is believed to have been the last prophet. Muslims believe that the Qu’ran, the written revelation of God was revealed to Muhammad through the angel Gabriel, and is the final and complete holy scripture. The Qu’ran is a continuation of the Christian Bible and Jewish Torah.

The Arabic word Islam translated into English means ‘submission or surrender of one's will to the worship of Allah’. The word is derived from salam meaning ‘peace’. The five main pillars of Islamic faith are fundamental acts of worship and practice that form the foundation of a Muslim's life and are central in shaping both personal and communal aspects of life. These pillars are Shahada (Faith), Salah (Prayer), Zakat (Almsgiving), Sawm (Fasting during Ramadan), and Hajj (Pilgrimage to Mecca).

Islam in Australia

Islam is the second largest religion in the world, with over 1.8 billion followers. In the 2021 Census, 3.2% (813,392) people in Australia identified as following Islam. Of the 8.1 million NSW residents, approximately 4.3% identified as Muslim, equating to about 348,000 individuals. (Australian Bureau of Statistics, 2021)

Attendance during Ramadan and Eid: Advice for schools

Ramadan

Ramadan is the ninth and holiest month on the Islamic calendar. During Ramadan, Muslim communities are dedicated to prayer, giving and self-reflection with many fasting from dawn until sunset each day.

Eid

The end of Ramadan is celebrated with two to three days of Eid ul-Fitr (the Feast of Breaking the Fast.)

Attendance

The dates for Ramadan and Eid differ every year because the Islamic calendar is based on the lunar cycle, dates may also vary due to regional or sectarian differences. Principals should engage with parents, carers and local faith leaders to build understanding of how families and communities observe Ramadan and Eid.

Student attendance should not be impacted by the observance of Ramadan, however participation in learning may be impacted due to fasting. This may be more noticeable during the warmer months. With longer days, some Muslim students may have lower energy levels than usual.

Some families may request 1 to 3 days of leave for Eid-ul-Fitr celebrations. Similarly, families may request leave to observe Eid-ul-Adha.

The attendance register codes guide states that the approved leave code (L) can be used for 'cultural/religious events and practices including Aboriginal and/or Torres Strait Islander cultural events, Eid, Passover, Lunar New Year, Friday prayer etc.' Principals have discretion to approve this leave on a case-by-case basis.

Additional information

Place of worship

Muslims worship in a mosque. When visiting a mosque, Islam requires both males and females to maintain appropriate standards of modesty in dress. The minimum expected is for girls to cover their arms, legs, and heads and for males to have the area between their navel to below the knees covered. Shoes should be removed before entering a mosque.

When inside the mosque, men and women are seated in separate locations.

In Islam, the Qu’ran is a sacred book which is to be respected and placed in positions of importance because Muslims believe it to be the direct word of God. Visitors to a mosque should show respect by not touching the Qu’ran unless invited to do so by the mosque authorities. This is because, in Islam, one needs to be in a state of purity through ablution, the ceremonial act of washing oneself, before touching the Qu’ran.

Schools should endeavour to develop a strong, consultative partnership with their local community and faith leaders to ensure the needs of their Muslim students are met in culturally responsive ways.

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

Prayer and religious rituals

All adult Muslims are required to pray five times each day:

  1. at first dawn (Fajr)
  2. when the sun moves across the meridian (Dhuhr)
  3. when the shadow reaches its length (Asr)
  4. when the sun goes down (Maghrib)
  5. when the last light of the sun moves out of the sky (Isha’a).

A public call to prayer is made from the minarets of mosques at set times during the day in Muslim countries. While the preference is for prayers to be performed in a mosque with a congregation of other believers, Muslims may pray almost anywhere, provided the premises are clean and relatively quiet.

In addition to performing the five daily prayers, every male Muslim of adolescent age and older must attend a congregational prayer and sermon on Fridays just after midday. Females may also attend but it is not compulsory.

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”.

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

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

Some schools have developed a relationship with the local mosque to enable students to attend and participate in Friday midday prayer.

When providing space for prayer, schools should ensure access to clean water for ablution, which is required before prayer can be performed.

Significant religious observances

The Prophet Muhammad received the first revelation of the Qu’ran from God during Ramadan, the ninth month of the annual Islamic Lunar Calendar. Muslims observe Ramadan as a month of piety and self-discipline – a time to connect with God, deepen their faith, and embody empathy for those less fortunate. To achieve this, Muslims fast from dawn until sunset during the month of Ramadan.

Eid-ul-Fitr signifies the end of Ramadan and is usually celebrated for three days in almost all Muslim countries.

Eid-ul-Adha commemorates the devotion of the prophet Ibrahim (Abraham) who demonstrated his deep faith in Allah by being prepared to make a sacrifice of his son. Although an important day for Muslims, it is not usually the subject for community celebrations that might involve the school.

Eid-ul-Adha is often the period where students commence fasting for the entirety of the day, and it is not unusual to find younger students aspiring and wanting to do so.

Some Muslim students may miss school due to Eid-ul-Fitr celebrations. 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.

Schools are advised to consider the impact of daytime fasting on the concentration levels, engagement and participation of students who are observing Ramadan.

Recommendations for supporting students during Ramadan include:

  • consulting with parents/carers should the need arise for a student to break the fast
  • reaching out and speak to parents, Special Religious Education approved provider, and other community members on how best to support students during this time
  • developing the school community’s understanding of Ramadan and the practices around it
  • allowing students to share information about religious observances, if they want to and at their level of readiness
  • keeping an eye out for students who might need additional support
  • avoiding class events and activities that revolve around food and provide students and staff space to pray or go to during lunch
  • making accommodations and offer students options during Personal Development, Health, and Physical Education (PDHP) to avoid students engaging in strenuous activity.

The department’s Calendar for cultural diversity provides information on cultural and religious dates of significance.

Clothing and dress

All Muslims, male and female, are required to maintain high moral standards of behaviour, including modesty in clothing. In practice, this is observed in a variety of ways by Muslim families and communities around the world including wearing modest everyday clothing to covering the whole body from head to toe.

Dress code for girls and women

The standards of modesty expected of girls differs across cultural background, family practices, interpretation of religious texts, and age. However, many Muslim girls will cover their arms, legs, and heads. They may wear head coverings, high-necked, long-sleeved blouses and long skirts or slacks. Some women may also shield their entire bodies from view, particularly in public, by wearing long gowns, a hijab, and a face veil or niqab. Others may wear a burqa. The burqa usually only shows the eyes.

Dress code for boys and men

Some Muslim males may wear a spiritual cap on their heads as this is a recommended practice. Also, many Muslim males grow a beard as this was the practice of Prophet Muhammad. Males are expected to cover the area between their knees and naval.

Most Muslims do not undress in view of other people.

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

Appropriate, alternative uniform options for Muslim students should be developed by schools in consultation with their community if required. For example, schools enrolling Muslim students should include the hijab (head covering) in the list of headwear that is part of the school uniform for girls.

For more information, see the Uniforms at school checklist.

If identification issues arise with a student wearing a burqa, a female member of the staff should be allocated to confirm the student’s identity.

During physical education classes, swimming programs, creative arts performances, and/or overnight excursions, it is recommended that schools consult with families, and where possible, ensure Muslim students have access to private spaces where they can change away from the view of others.

Food and dietary requirements

Halal is a word from the Qur’an meaning permitted or lawful. Within this context, the term refers to foods that are permissible for consumption by Muslims.

Meat

Meat is the only food group that is regulated in Islam. The eating of pork and all pork by-products is prohibited. This includes gelatine. There are also strict rules regarding the slaughter of any animal that must be followed to make meat halal.

Alcohol

The consumption of alcohol and intoxication is forbidden. This includes food products and/or additives containing alcohol.

Teachers of food technology and hospitality courses should consult with families and where possible:

  • source halal suppliers and develop an understanding of halal principles
  • provide alternatives for Muslim students for recipes which require the use of pork or meat that is not halal

When the school provides food for Muslim students or families at school functions or during excursions and camps, and/or when parents/carers bring food to school for cultural celebrations, halal requirements should be observed.

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

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

Sport and physical education

Maintaining a healthy lifestyle is an integral part of Islam. Muslims are encouraged to keep fit, eat healthy foods, and maintain an active lifestyle. However, some forms of physical activity may be objected to on religious grounds if they conflict with religious teachings and/or events or activities such as holy days, fasting and prayers.

For example, mixed gender contact sports, swimming, and Learn to Swim programs may raise concerns for some Muslim families. Some families may object to physical contact between the genders and may expect their children (especially girls) to be modestly dressed during swimming activities and not swim in the same pool as boys, particularly in adolescence, but these cultural practices can apply across a range of ages depending on the specific family's interpretation of modesty and religious guidelines. Some families may also not want their daughters to swim in the presence of the opposite gender even if they are not swimming in the same pool.

Schools should refer to the following department policies and procedures: Religious education and special education in ethics, Other activities of a religious nature in schools and Controversial issues in schools,

To accommodate cultural and religious diversity and in line with these policies schools may need to:

  • adapt programs or activities or provide alternatives
  • provide the option for parents/carers to withdraw their child from school programs and activities, extra-curricular activities, incursions and excursion relating to controversial issues.

Open discussions with students and their families are crucial to ensure a sense of inclusion and cultural safety.

Where a concern has been raised and where possible, schools should:

  • consider activities that maintain separate gender-specific spaces, especially when physical contact between individuals of different genders is involved
  • ensure that female instructors are available during swimming lessons
  • enable male and female students to swim in separate lanes or pools.

Performing arts

Music

Islam does not specifically ban music. However, due to some rulings by scholars, some families may not want their children participating in any music activities including playing musical instruments, regardless of genre.

Dance

Islam does not specifically ban dance. However, some families may object to certain styles of dance and may not want their children involved in those activities. They may be uneasy about physical contact between different genders in some dances.

Drama

Islam does not specifically ban drama. However, some families may object to certain styles or topics in drama and may not want their children involved in those activities. They may be uneasy about physical contact between different genders in some drama activities.

Section 26 of the Education Act 1990 allows the Secretary or delegate to grant an exemption for students from attending classes at the request of the parents/carers who conscientiously object on religious grounds to a particular course of study.

Where exemptions are sought it is important for schools to have a conversation with families to establish the reasons for the objection, and to advise them of any educational implications for their child. This will enable schools to adapt programs and provide alternatives within these learning areas where reasonably practicable.

It may also be helpful to engage in discussions with other schools to explore appropriate strategies for teaching, and engaging with, music, dance and drama.

See Other activities of a religious nature in schools for further information.

Curriculum

Drug and alcohol education

Some parents/carers may, on religious grounds, object to their children attending class when this topic is being discussed. They may be concerned that the lessons may be promoting a lifestyle that is contrary to their religious beliefs and values.

Sexuality and sexual health education

Similarly, some parents/carers may, on religious grounds, object to their children attending class when this topic and other related topics, such as sexuality and/or LGBTQIA+ themes, are being discussed as part of syllabuses.

Respectful relationships education

Respectful Relationships Education is part of the PDHPE syllabuses. Some parents/carers may, on religious grounds, object to their children attending class when this topic is being discussed. They may be concerned that the lessons address content specific to body parts that is contrary to their religious beliefs and values.

Child protection

Child protection is mandatory as part the PDHPE syllabuses. Some parents/carers may, on religious grounds, object to their children attending class when this topic is being discussed. They may be concerned that the lessons address content specific to body parts that is contrary to their religious beliefs and values.

It is recommended that schools provide advice in advance to parents/carers on the content of lessons covering topics on drug, alcohol, sexuality, sex, respectful relationships, and child protection, and how the content will be delivered. Providing this information in advance gives parents the opportunity to discuss concerns with the school and for adjustments to be made where appropriate. In some instances, it may be acceptable to parents if topics relating to sexuality and sexual health are delivered to single sex groups of students by a same sex teacher.

Schools should follow the process outlined in Other activities of a religious nature in schools procedures. If, after following this process, the school’s suggested adjustments to curriculum delivery and discussions with parents/carers fail to alleviate concerns, parents/carers may request for an exemption for their child to attend the lessons, under Section 26 of the Education Act 1990. This act allows the Secretary or delegate to grant an exemption for students from attending classes at the request of the parents/carers who conscientiously object on religious grounds to a particular course of study. Where exemptions are sought it is important for schools to have a conversation with families to establish the reasons for the objection, and to advise them of any educational implications for their child. This will enable schools to adapt programs and provide alternatives within these learning areas.

Students are expected to participate in the curriculum until an exemption is granted. Once granted, alternative lessons and/or activities in PDHPE may be provided. Schools should refer to the Controversial issues in schools and Other activities of a religious nature in schools procedures for more information.

It may also be helpful for schools to engage in discussions with other schools to explore appropriate strategies for teaching such topics in line with the curriculum.

The resource has been developed by Multicultural Education, with input from Curriculum, and in consultation with the Islamic Sciences and Research Academy Australia (ISRA) and Australian National Imams Council (ANIC).

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  • Teaching and learning

Business Unit:

  • Teaching and Learning Support
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