Supporting students during Ramadan

This page offers a collection of teaching and learning resources on how to support students during Ramadan, by bringing together guidance from the sector along with informal blogs and documents produced by current Reading students.

What is Ramadan?

Excerpt from the student blog, ‘A Guide To Celebrating Ramadan‘:

Ramadan is the 9th month of the Islamic calendar and is the 4th pillar of Islam […] Those partaking in Ramadan abstain from food and drink from sunrise to sunset. The act of fasting itself is an opportunity for individuals to understand and reflect the pain and suffering of millions around the globe who live in poverty and for the participant to feel grateful for all they have.  

Currently, Muslims all around the world are preparing for the holy month. They do this by offering voluntary fasts to get their body used to going without food for a period of time, read Qur’an, donate to charity etc. The Islamic Calendar is based around the lunar cycle and so Ramadan rotates by about 10 days each year. During Ramadan, we have a meal called Suhoor which we eat before dawn to sustain us through the day. We then have our sunset meal called Iftar.

This year, Ramadan is expected to begin on the evening of Tuesday 17th February and end on Wednesday 18th March. NB dates may vary depending on moon sighting.

How might Ramadan affect our students?

Ramadan is a time for spiritual growth and a sense of connection to community and identity. However, for students who elect to fast, fasting can have implications for scheduling and academic experience.

ThemeCommon student experiences
Energy and focusAltered energy levels, with potential for daytime fatigue, particularly during the first week.(1, 2, 3)
Academic performanceThe research is mixed, with some studies showing a negative impact and others finding no harm to academic outcomes.

The linkage appears to be context dependent and subjective. (1, 2, 3)
Belonging and wellbeingRamadan observance is linked with an increased sense of psychological wellbeing. (1, 2, 3)

Examples of inclusive T&L

  • Recognise Ramadan in communications to students, demonstrating awareness and understanding. Common greetings include ‘Ramadan Mubarak’ and ‘Ramadan Kareem’.
  • Signpost quiet/prayer spaces such as The Muslim Centre on Whiteknights campus.
  • Allow short rest breaks during long or intensive contact hours where possible.
  • Avoid evening scheduling or work loading where possible.
  • Ensure the availability of Yuja learning capture recordings and other asynchronous modes of learning.
  • Consider offering flexibility in assessment where possible.
  • Ask your students privately or anonymously what support is needed or appreciated. (Students might not want to publicly reveal they are or are not celebrating Ramadan.)

University of Reading resources

The following guidance and support is available for staff and students: 

Policy

  • Religion and Belief Policy (University of Reading) – This policy outlines the University’s approach to ensuring respect, inclusion, and fair treatment of students and staff of all religions and beliefs.

Student perspectives

  • A guide to celebrating Ramadan (UoR Student Life Blog) – Offers practical tips for students balancing fasting, study, wellbeing, and daily routines during Ramadan.  
  • Ramadan, revision & respect (UoR Student Life Blog) – Provides a window into the life of a Muslim student during Ramadan, and offers suggestions for non‑Muslims on how to be supportive and understanding during this time.

T&L resources

The University’s decolonising the curriculum resources are intended to help colleagues examine and challenge Eurocentric, Orientalist and other traditional frameworks and approaches to knowledge and teaching. While the resources do not directly address Ramadan, they nonetheless act as a starting point for addressing structural inequalities that can affect Muslim students and for fostering diverse, inclusive perspectives in the classroom. 

Further support 

The following functions might be able to answer your questions or provide additional support: 

  • Race Equity Network is a supportive network to ask questions related to inclusion and equity in all aspects of the University
  • CQSD can offer advice on inclusive T&L approaches, including the student voice through Inclusion Consultants
  • Report + Support is the University’s dedicated platform for reporting incidents, including faith-based harassment or discrimination.

External resources 

  • Creating an inclusive approach to teaching and learning during Ramadan (Oxford Brookes University) – Motivated by a lack of guidance for educators, this evidence‑based guide advises UK educators on creating inclusive teaching and learning environments for students during Ramadan. Advice includes acknowledging Ramadan, raising awareness, and offering asynchronous learning.
  • Onvero (previously known as Employers Network for Equality and Inclusion) – provides staff with a host of online equity, diversity and inclusion training, events and resources externally. Colleagues just register for access using their University of Reading email address, set a password and log in. If you search for ‘Ramadan’, you will find a number of ‘quick guides’ on relevant areas including celebrating diversity in the workplace.

Events and activities