Supporting students’ religious dietary requirements in school
This resource aims to promote culturally inclusive and responsive practices in schools relating to food and students’ religious dietary requirements. It has been developed in consultation with several faith communities to provide school leaders and teachers in NSW public schools general information about various religious dietary requirements of the culturally and religiously diverse communities they serve and their implications for creating culturally inclusive schools. General advice on ways to support students who practice Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism at school is also provided.
Supporting students’ religious dietary requirements in school
Many religions have strict prohibitions on certain foods as well as specific requirements relating to food preparation and storage and eating customs. Schools should facilitate opportunities for staff to develop understandings of these requirements which need to be considered when schools provide food for students and/or their families through the school canteen, at school functions, or during excursions and camps, as well as in food technology and hospitality courses. Schools may need to source appropriate suppliers, such as providers of halal and kosher food for Muslim and Jewish students and providers of non-ritually slaughtered meats for Sikh students to ensure the food supplied by the school includes food acceptable to all religions represented in the school community.
The selection and provision of food should occur in consultation with students, parents and community members as well as school canteen, food technology, and hospitality staff.
Schools may also consider:
- labelling food items in the canteen and/or at school functions and events to allow students and their families to make informed food choices
- providing advice about the food that will be available, how it is prepared, and what steps have been taken to meet specific religious requirements
- providing vegetarian and/or vegan options as they are most likely to suit all needs, if not all preferences
- ensuring food with religious restrictions is cooked using separate utensils and cutlery and kept separately
- where appropriate, allowing students and/or families to cook, prepare or bring their own food.
Supporting religious dietary requirements in Food Technology and Hospitality classes
Through the study of Food Technology and Hospitality classes, students explore a range of multicultural perspectives regarding food. This exploration builds their intercultural understanding and engages them with aspects of cultural and religious diversity in ways that support them to recognise similarities and differences, create connections, and cultivate respect.
It is important that teachers of Food Technology and Hospitality courses develop their understanding and endeavour to meet the food preparation and religious dietary requirements of the students in their classes. It is also important that they consult with individual students and their parents/carers to ensure a culturally safe, inclusive and responsive learning environment where all students feel known, valued and cared for.
Considerations for specific religions
The following table provides general information on dietary requirements and suggested accommodations for Buddhist, Christian, Hindu, Muslim, Jewish, and Sikh students in Food Technology and Hospitality classes.
It is important to note that particular beliefs and practices within each religion may vary greatly across religious denominations and according to family and cultural traditions. Adherence to specific religious beliefs and practices also varies across communities, families, and individuals.
School staff are encouraged to consult closely with students, parents/carers, their local communities and religious institutions for specific advice on how to best cater for the religious needs of their students.
Food and dietary requirements by religion
Practice
Most Buddhists are vegetarian. Theravada and Mahayana Buddhists from China and Vietnam do not eat garlic, onion, chives, shallot or leek.
Some Buddhists abstain from eating meat during certain periods of the year, and most are vegetarian when celebrating Buddhist festivals.
Implications for Food Technology
Some accommodations may include:
- preparing vegetarian dishes during Buddhist festivals.
- providing Buddhist students alternatives to recipes that require garlic, onions, chives, shallots or leeks
Practice
Generally, there are no food prohibitions in Christianity. Seventh Day Adventists are usually vegetarian.
Some Catholics and Orthodox Christians abstain from eating meat on Fridays, Ash Wednesday, Good Friday, and at the beginning and end of Lent.
Devout Orthodox Christians fast every Wednesday and Friday. During fasting periods, they abstain from dairy products or eggs, olive oil, meat, and fish.
Implications for Food Technology
Some accommodations may include:
- providing Orthodox Christian and Catholic students vegetarian options on fasting days, Fridays, Ash Wednesday and the beginning and end of Lent.
Practice
Most Hindus are vegetarian. In Hinduism cows are considered sacred and therefore beef is not usually eaten.
In Australia, many Hindus are vegetarian for the duration of Hindu festivals, eating fish and meat (other than beef) on other days.
Some Hindus follow a prohibition on eating any food that has been prepared with utensils and cooking implements previously used in the cooking of beef.
Implications for Food Technology
Some accommodations may include:
- providing Hindu students alternatives to recipes that require beef.
- having separate utensils for preparing non-vegetarian foods.
Practice
All ingredients and food consumed or touched by Muslim students must be Halal – that is, permissible for consumption by Muslims.
The eating of pork and all pork by-products is prohibited. This includes gelatine.
Implications for Food Technology
Some accommodations may include:
- sourcing halal suppliers and developing teachers’ understanding of halal principles.
- providing Muslim students alternatives for recipes that require the use of pork or meat that is not halal.
Practice
Kashrut (dietary obligations) is observed to differing degrees by various members of the Jewish community.
Generally, the eating of pork, pork products or shellfish is forbidden in Judaism.
Food that is consumed must be kosher (prepared in adherence to the dietary laws of Judaism) in type and preparation. In every category of food, checks must be made to ensure that foods do not come into contact with other foods that would make them non-kosher.
All dairy products and derivatives must come from a kosher animal. Dairy products may not be consumed with meat or poultry. Fish may not be consumed together with meat.
Religiously observant families may also require separate kosher utensils.
More information is available on the website of NSW Kashrut Authority.
Implications for Food Technology
Some accommodations may include:
- sourcing kosher food suppliers
- avoiding recipes that require the use of pork or shellfish
- keeping food separate
- using separate kosher utensils
- providing alternatives for Jewish students.
Practice
Sikhs are generally lacto-vegetarian. They generally follow a vegetarian diet which includes dairy products but excludes eggs.
Sikhs who eat meat are prohibited from eating meat that has been ritually slaughtered such as Halal or Kosher meats. For some Sikhs this includes vegetarian food containing halal or kosher meat ingredients.
Sikhs follow a vegetarian diet when celebrating Sikh festivals.
Implications for Food Technology
Some accommodations may include:
- providing Sikh students the option not to prepare food using ingredients containing halal or kosher meat.
- allowing Sikh students to cook and/or select the food of their choice may be appropriate for some events.
Reflection
- Are the school’s processes, procedures, and practices inclusive and free from any form of discrimination, prejudice, and stereotyping?
- Does the school culture encourage and support every student to develop a positive sense of identity, belonging, and self-respect?
- How do your interactions with students from culturally, linguistically, and religiously diverse backgrounds and the broader school community contribute to social cohesion and the valuing of different ways of being, knowing, and doing?
- How well do the teaching and learning and wellbeing programs in the school promote intercultural understanding and develop respect for the rights and dignity of all people in society?
- Is your classroom practice inclusive and free from any form of discrimination, prejudice, and stereotyping?
- Does your classroom practice encourage every student to develop a positive sense of identity and self-respect?
- How does your classroom practice promote and contribute to a socially cohesive society that values different ways of being, knowing, and doing?
- In what ways do your teaching and learning programs address the learning and wellbeing needs of students from culturally, linguistically, and religiously diverse backgrounds?
- How do your teaching and learning programs and your teaching practice encourage all students to develop respect for the rights and dignity of all people in society?
This resource was developed by Multicultural Education in consultation with Curriculum Primary Learners, Curriculum Secondary Learners, Hindu Council of Australia, Fateh Foundation, Islamic Sciences and Research Academy Australia (ISRA).