Balancing Faith and Academics: Supporting Fasting Muslim Students During Ramadan

As Ramadan approaches, many students in secular and faith-based schools will observe fasting, presenting unique challenges, particularly for those writing exams. With Ramadan 1446 AH commencing on March 1 or 2, 2025, schools must adapt to minimize stress for fasting students while maintaining academic integrity.

To address this challenge, adjusting academic timetables is crucial. Research suggests that fasting can affect cognitive performance, especially in the afternoon (Farooq et al., 2016).

To support students, schools can schedule exams and assessments in the morning when students are most alert. Reducing school hours can also ensure students leave early to rest before breaking their fast. Extracurricular activities can be minimized or shifted to non-Ramadan months to ease physical strain.

Notably, Islamic-majority countries like Saudi Arabia, Egypt, and the UAE adjust school hours during Ramadan, recognizing the impact of fasting on productivity and concentration (Kuwait Ministry of Education, 2023).

Building on this approach, schools must also accommodate the cognitive and physiological effects of fasting. Fasting has both cognitive and physiological effects that can influence a student’s ability to focus and retain information.

While short-term fasting can enhance mental clarity and discipline (Harder-Lauridsen et al., 2017), prolonged fasting can lead to fatigue, dehydration, and reduced concentration. Consequently, schools can allow short rest breaks between lessons, modify lesson delivery to avoid mentally draining tasks in the afternoon, and encourage virtual or take-home assignments where possible.

Furthermore, adaptability and support are essential for fasting students and teachers. Many Muslim students have developed coping mechanisms for fasting while attending school. However, it is the school’s responsibility to ensure no undue hardship is placed on them.

Teachers who are fasting will also require flexible teaching schedules and support from administrators to maintain effectiveness in the classroom.

In fact, some studies have found that students and teachers in fasting conditions compensate by adopting strategic learning habits, such as revising lessons after Iftar or adjusting sleep patterns (Touitou, 2013).

In addition to these measures, temporary school closures can also provide relief for fasting students. In a move to accommodate Muslim students observing Ramadan, some state governments have announced temporary school closures.

In conclusion, in a diverse society like Nigeria, inclusive education is key to social harmony. Schools that respect religious obligations while ensuring academic flexibility demonstrate true educational equity.

Therefore, as Ramadan begins, secular schools must seize the opportunity to foster an environment of understanding, respect, and support – one where students can excel both spiritually and academically.