Guide produced to support Muslim staff and students during Ramadan
We are halfway through Ramadan. This means that for many Muslims, the headaches have subsided, the coffee withdrawals are gone and our bodies have adjusted to fasting. I love Ramadan because during this month, I feel more connected to my faith, spend more time with my family and become more reflective of my blessings.
This year has been extra special because of the incredible visibility and support from Higher Education (HE) providers. It has been heartening to see HE providers not only acknowledge Ramadan but also actively direct colleagues and students to available support mechanisms and resources. The growing recognition of Ramadan signals a positive shift towards greater religious inclusivity.
GHWY Race Equity Network
As co-chair of the GHWY Race Equity Network, I have been privileged to witness and hear the efforts of our institutional members in supporting Muslim students and staff during Ramadan. Over the past few years, I have seen HE providers host Iftar events, implement flexible working arrangements and develop religion and belief policies.
Building on the inspiring work of our members, I co-designed a digestible guide, Fasting, Faith and Flexibility: Supporting Muslim Students and Staff During Ramadan in Higher Education. This guide highlights best practice examples from our network and wider institutions, offering practical insights on how HE providers can meaningfully support Muslim students and staff during Ramadan.
Grounded in lived experience, this guide is not designed to be prescriptive, nor does it claim to speak on behalf of all Muslims. There are after all two billion Muslims worldwide with varying cultural beliefs and religious practices. Therefore, HE providers should apply this guide to their own context and listen to the needs of their own Muslim students and staff.
Why it matters
You may be wondering why does this matter? For many years I have had well-intentioned colleagues and peers who have sought to be inclusive of my religious beliefs but have lacked the knowledge or resources to do so effectively. Many are curious but often hesitant, afraid of saying the wrong thing or causing offence. Some genuinely want to support Muslim students and staff but often do not know where to start. Therefore, my hope is that this guide helps colleagues take that step forward and be proactive in supporting their Muslim community.
Dr Shames Maskeen, Leeds Trinity University, Associate Director of The Race Institute and Senior Lecturer in Psychology
