UEL champions inclusive teaching with Ramadan support guide

The University of East London (UEL) is helping academics better support Muslim students who fast during Ramadan. 

With Ramadan beginning on March 1, UEL’s Office for Institutional Equity (OIE) has been collaborating with researchers from across the sector to identify how educators can create a more inclusive learning environment.

Ramadan is the ninth month of the Islamic calendar and is observed by Muslims around the world. It is a time for fasting, prayer, reflection, and community. 

During Ramadan, which lasts 29 or 30 days and began on 1 March, Muslims fast from dawn until sunset. This means they do not eat or drink during daylight hours. 

While Ramadan is a deeply meaningful time, it can also be challenging for students who are trying to balance their studies with their religious commitments. That is why it is important for teachers to provide support.

The project was led by Professor Louise Taylor of Oxford Brookes University. The team identified that there are around 321,000 Muslim students in higher education, representing 11 per cent of the student population. That means every educator will likely teach at least 11 Muslim students in a class of 100.  

Dean of OIE Dr Jummy Okoya said, 

We’re working with educators to make it easier to take simple, effective actions that can have a big impact on students’ sense of belonging. At UEL, we want all students to feel supported and included.”

The guide, Creating an Inclusive Approach to Teaching and Learning During Ramadan: A Brief Evidence-Based Guide for Educators in the UK, explains how fasting can affect students’ energy levels and concentration. 

One of the co-authors of the guide is Rebecca Page-Tickell, Academic Director for Inclusive Practices, and Associate Professor Educational Innovation at the University of East London. 

Mrs Page-Tickell said, “The guide gives teachers useful steps they can take to make sure Muslim students feel respected and empowered during Ramadan.”
The guide was created with input from over 200 educators as well as a diverse group of experts. It encourages schools and universities to make lasting changes rather than just small, temporary adjustments. A key message is that educators should talk to Muslim students directly about what support they need.
The guide includes:

• Six small but impactful adjustments to teaching practices to support fasting students, such as offering flexibility in deadlines, adjusting scheduling for assessments, and creating quiet spaces for prayer and rest.
• Myth-busting sections to clear up common misunderstandings, such as those related to eating and drinking during fasting hours.
• Information on the potential impacts of fasting on learning, including changes in concentration levels, energy, and sleep patterns.
• A discussion on the importance of embedding structural change rather than relying on ad-hoc accommodations.

Looking ahead, the project team plans to create a similar guide for students and to publish a research article based on their findings.

Mrs Page-Tickell said, “This guide is an important tool for educators who want to improve their teaching practices and create a more inclusive learning environment. UEL remains committed to supporting initiatives that promote diversity and student success.”