Posted 10 February 2026

Last Ramadan, I reflected on what the month means to me personally and why it mattered that Higher Education (HE) institutions were beginning to recognise Ramadan more visibly. For me, Ramadan continues to be a time of stronger connection with my faith, spending more time with my family and expressing gratitude. This year I have found myself reflecting on the journey of a piece of work that started as a response to applying lived experience and has since taken on a life of its own.  

As Co-Chair of the Go Higher West Yorkshire (GHWY) Race Equity Network, I have had the privilege of working alongside colleagues across the sector. I have seen a genuine willingness to learn, reflect and improve the experiences of Muslims, even when that process involves uncertainty or getting things wrong in good faith. Out of those conversations and cross-sector involvement, I co-designed a digestible guide (updated for 2026), Fasting, Faith and Flexibility: Supporting Muslim Students and Staff During Ramadan in Higher Education (2026). This guide highlights best practice examples from our network and wider organisations, offering practical insights on how HE providers can meaningfully support Muslim students and staff during Ramadan.   

The impact of the guide  

Over the past year, the guide has been shared widely across the sector. Institutions have used it to inform internal communications, shape Ramadan-related adjustments, train staff and review policies around religion and belief. I’ve heard from colleagues who felt more confident initiating conversations with Muslim students/staff and felt better equipped to respond thoughtfully and equitably during Ramadan. Muslim students and staff who felt seen simply because Ramadan had been acknowledged in a thoughtful way. In particular, it helped reduce the emotional labour often placed on Muslim students and staff to constantly explain themselves.  

At the same time, the feedback also highlighted gaps. Some colleagues worried about “getting it wrong”. Others defaulted to over-accommodation or assumptions about need. And some institutions realised that acknowledging Ramadan once a year is not the same as embedding religious inclusion more broadly.  

What’s new in the latest edition  

The updated guide responds directly to that learning and key additions include:  

• A Common Pitfalls and How to Respond section, addressing issues such as patronisation, assumptions and emphasising consultation over guesswork  
• An updated Day in the Life of a Muslim Student or Staff Member during Ramadan, reflecting fluctuating energy levels, prayer times and the realities of study and work  
• A Ramadan Lunar Cycle overview to support forward planning, recognising that Ramadan shifts each year and often intersects with assessment and marking periods  
• A Ramadan Readiness Audit tool that supports individual self-reflection, encouraging staff to consider their sphere of influence and how they can contribute to more inclusive practices during Ramadan 

A reminder of what the guide is (and isn’t)  

It’s important to say emphasise that this guide does not speak for all Muslims. There are nearly two billion Muslims worldwide, across cultures, schools of thought and individual circumstances. Ramadan is experienced differently depending on health, caring responsibilities, role and personal practice. What the guide offers is not a definitive answer, but a framework for asking better questions. Its value lies in how it is applied locally, in dialogue with Muslim students and staff rather than imposed upon them.  

My hope remains that this guide lowers the threshold for action and reminds individuals to reflect on their sphere of influence, highlighting opportunities for personal action, advocacy and collaboration. 

 

Dr Shames Maskeen, Associate Director of The Race Institute and Senior Lecturer in Psychology, Leeds Trinity University, and co-Chair of GHWY’s Race Equity Network