Teaching through Ramadan: Supporting our Muslim Students
Ramadan Mubarak! رمضان كريم
We’re in the season of Ramadan, which this year lasts from April 12 to May 12. (Updated 2024 dates: Sun, Mar 10 – Tue, Apr 9). This is the time of the year when many Muslims fast (or abstain from food and drink) from sunrise to sunset. It’s a time of both daily sacrifice and celebration. The holiday culminates in Eid, a several-day festival of food, gifts, and togetherness.
What is the Purpose of Ramadan?
Ramadan is a Muslim holiday. Islam, directly translated, means “peace”. Ramadan, which occurs during the ninth month of the lunar calendar, is a reflection of this. It is a period of introspection, prayer, self-improvement, and community.
Muslims believe that activities like fasting and zakat (charity and generosity) encourage self-discipline, gratitude, and empathy. Practicing these are qualities during Ramadan (and throughout the year) is said to strengthen one’s spiritual connection to God, or Allah (SWT). It is believed that the Qur’an was first revealed to the Prophet Mohammed (PBUH) during the last ten days of Ramadan.
Who takes part in Ramadan?
Most Muslims celebrate the month of Ramadan, but not all participate in fasting. Those who are very young, elderly, pregnant, breastfeeding, menstruating, or have health conditions, might not fast. Some who do not fast during Ramadan may choose to recover missed days later in the year.
What does a day of Ramadan look like?
Suhoor begins a typical day during the month of Ramadan. This meal takes place before dawn, usually between 2-4 am, and is followed by morning prayers, or Fajr. If a person is fasting, they will probably return to sleep. Fasting has now begun, so the person will try to refrain from food or water until the Maghrib prayer at sunset.
Then, family and friends gather for Iftar. This is a celebratory meal that usually begins with the eating of dates to break the fast, followed by traditional dishes (and often in abundance!). Some families stay up late into the evenings celebrating, socializing, praying, or reading from the Qur’an.
Eid-al-Fitr marks the end of Ramadan. Morning prayer is followed by two or three days of communal celebration. During the time of Eid, families may decorate their homes with lanterns or lights, host elaborate meals, give and receive gifts, or attend street festivals dedicated to the occasion. It is an occasion of joy, gratitude, togetherness, eating, and giving.
How can I acknowledge and support my Ramadan-observing students?
Self-educate. Muslim students should not be expected to teach others about their faith, practices, or traditions. Do not assume that a Muslim student wishes to share about these experiences or explain a decision to (or not to) fast. By taking the time to learn more about the month of Ramadan and the folks who take part in it, we can identify points of connection and better anticipate students’ needs.
Avoid assumptions. Keep in mind that Islam, like any religion, is widely interpreted and experienced. Muslim families and individuals may enjoy varied traditions- including the degree to which they practice aspects of their deen, or faith. Talking to students or families privately about how to best support them can increase feelings of comfort and belonging.
Consider scheduling. Fasting from food and water can be tough on students. It can impact energy levels, concentration, and mood. Many students will wake in the hour before sunrise to eat and pray, so sleeping may be interrupted, too.
When planning for participation-heavy content, cooperative engagement, and deep-level thinking, try aiming for the morning, when energy and concentration are likely to be higher. Nagla Badir, writing for Teaching While Muslim, recommends having online assignments due late at night, so that students can complete them after they’ve had a chance to have dinner. This is also an opportunity to think carefully about the timing of calendar events like a band performance or prom, which can share time spaces with Iftar or Eid.
Badir also shares this calendar, where you can look up prayer times for students in your area!
Create safe spaces. For many observers, the period of Ramadan is a time of increased prayer, which occurs during specific windows of the day. Students who may have originated from countries or communities with high Muslim populations would have this time built into their school day. Of course, this is not often the case in U.S. schools, where many of the staff may not even be aware of this need. Having a space set aside (or two spaces, one for males and one for females) can help ensure that these students are seen and valued at school.
Muslim students who, for health or personal reasons, are not fasting during Ramadan may also benefit from a separate space during eating times. These individuals may face uncomfortable pressure or questioning as to why they are not fasting; having a safe location to go to can ease this stress.
Boost Socio-Emotional Learning. Ramadan is a time of family, friends, and community. Often, our observing students are physically distant from family members and/or feel that their holiday isn’t shared with others in the school or locality. This may be especially true for our Recent Arriver newcomers.
At school (whether in person or remote) we can be intentional about incorporating opportunities to learn and practice SEL skills- especially those that include elements of self-awareness, grounding, and collaboration. This important step can help diminish feelings of isolation and support students’ mental and emotional well-being during the period of Ramadan and beyond.
Engage through children’s books. Muslim and Muslim-American literature can be incredibly powerful in facilitating “door and window” experiences for Muslim students in the classroom. There’s an added benefit, too- books can engage non-Muslim students in ways that invite connection, empathy, and tolerance. We’ll visit some of these titles in an upcoming post. In the meantime, start here, at I’m Your Neighbor Books (I’d recommend sticking around to check out this super valuable sight!).
Where can I learn more?
Great question! Here are some of my favorite sites. Have more to add? Please do share them below!
Teaching While Muslim https://www.teachingwhilemuslim.org/
Hijabi Librarians https://hijabilibrarians.com/
ING- Ramadan Information Sheet https://ing.org/ramadan-information-sheet/
Learning For Justice: https://www.learningforjustice.org/magazine/teaching-about-ramadan-and-eid
Muslim Students Association National https://www.msanational.org/resources
With increased awareness- and with some tools in our toolboxes, we can be better prepared to support our Muslim students throughout this beautiful month and beyond, Inshallah!
Ramadan Mubarak, friends. Wishing you all you, peace, and abundance! لويز اليعفوري
Welcoming Newcomer Students
The following is an excerpt from The Newcomer Teacher: An Educator’s Guide to Aid Transition (Rowman & Littlefied International) available HERE.
We know that a whole family approach serves our students’ highest learning welfares. We understand that community interest and involvement is a school asset with tremendous payouts. However, such presence is not instantaneous or guaranteed. Instead, it is meticulously cultivated. Who is responsible for this charge? The school and its’ staff. Us.
Strong community relations cannot occur without strong communication efforts by the school. In fact, robust school-to-home communication is an apparent quality of America’s healthiest schools. Positive community outreach disseminates the breakdown of barriers between families and the school and endorses collaboration. Communication is a crux of school success, and it is one that requires support, nurturing, and creative perseverance. (8).
A school can work to foster whole family engagement in any combination of ways. The most common efforts include outreach and inclusion programs. In our classrooms, we also employ home visits, conferencing, parent/guardian correspondence and volunteer/chaperone opportunities. (9).
The same communication tactics are applicable in Newcomer settings. However, they demand significant manipulation and elaboration in order to be successful. The truth is that home communication in multi-lingual, exceptionally diverse school settings doesn’t always go over so smoothly. There are translations, liaisons, caseworkers and older-child spokespersons. There are misunderstandings, misgivings, fears, and discomforts. There are frustrations, question marks, and lines of cultural jurisdiction. There is language, language, and language.
Despite obvious exchange barriers, the roots of parent-school partnership efforts are generally coherent across all socio-economic platforms. In most cases, parents in every category do wish the very best for their children. Similarly, the vast majority of teachers also manifest high hopes and expectations for every single student in their care.
This is the meeting ground. Under optimal conditions, the school is synonymous with safety and collaboration. It is viewed as an action point for trustful collaboration. In the Newcomer setting, this is non-negotiable, as many families may not be aware of or comfortable with Western academic expectations. That’s a big responsibility. We must make the most of it.
