For many students, exams are stressful enough. When Muslim students check their calendars and discover classes or exams scheduled during Eid al-Fitr, they face a difficult balancing act between academic responsibilities and one of their most significant religious celebrations.
For Muslim students, Eid al-Fitr marks the end of Ramadan’s month-long fast with prayer, celebration, and community. Missing these celebrations strikes at the heart of their religious practice.
Eid is a very important community event and as such was filled with warmth and conversations with loved ones. I always try to plan my commitments so they don’t come in any direct confrontation within the Eid period by either taking leave from classes or rearranging agendas.
Minnah, UTS Business School student
More than a day off
For non-Muslim students and faculty, understanding the significance of Eid can be challenging.
During Ramadan, Muslim students often wake before dawn to eat, fast all day while attending classes and studying, and break their fast after sunset – often while continuing to complete assignments.
The reality for many Muslim students is careful advance planning to manage both responsibilities. “It is always within my best effort to try and accomplish all tasks before or after Eid in order to fully immerse myself in the experience,” Minnah shares, highlighting the proactive approach many students take.
This experience isn’t unique to our campus. Across universities nationwide, Muslim students often find themselves making difficult choices between their academic and religious commitments during important observances.
Current support systems
When asked about approaching professors for accommodations, Minnah noted a helpful but informal system: “In terms of classes conflicting with Eid I only had two. It was predetermined by all Subject co-ordinators that attendance to all classes was not mandatory, and any absences need not be notified and so I was lucky this time around.” While this non-mandatory attendance policy provided some flexibility, it represents an informal approach rather than a comprehensive accommodation strategy.
For resources, students often turn to each other rather than official channels. “In terms of resources provided by the university, I’m not aware of any that they may provide” says Minnah. “I know me and a lot of other Muslims just turn to the social pages of the UTS Muslim Society for information and guidance.”
However, some faculty members have taken positive steps: “Something I really appreciated was that some subject co-ordinators made announcements on Canvas acknowledging Eid and addressing how students could engage or be made exempt from classes.” These simple acknowledgments made a significant difference in helping students feel seen and supported. Perhaps surprisingly, navigating these challenges offers valuable professional development opportunities.
“I think it’s teaching me skills in how to balance the personal and professional,” reflects another student, Amina. “My studies are important and so is Eid and by having that understanding I try to balance those responsibilities accordingly.” This balancing act mirrors challenges graduates will face in global business environments, where understanding and navigating cultural and religious differences is increasingly vital.
Consider the ‘case study’ method
Building on experiences like these, business schools might consider implementing a more educational approach to religious accommodations. Rather than handling these needs solely as administrative matters, what if students were invited to present their situations as business case studies in relevant courses?
This approach would turn potential conflicts into valuable learning opportunities. A student who needs to observe Eid, Diwali, Yom Kippur or another religious holiday could present their situation as a business leadership challenge: ‘How can organizations respect religious diversity while maintaining operational standards?’
Such an approach would transform what might be seen as asking for special treatment into an opportunity to demonstrate business leadership skills. Students would practice framing personal challenges in professional terms – a skill they’ll use throughout their careers. It may also require minimal resources while offering significant educational benefits. Most importantly, it recognises that diverse perspectives don’t just belong in special diversity modules – they can enhance core business education through real-world application.
4 simple steps forward
Based on student feedback, these 4 practices could make a significant difference:
- Calendar awareness – faculty check religious observance dates when scheduling major assessments
- Canvas announcements – simple acknowledgments of major religious holidays with clear guidance on attendance expectations
- Consistent communication – clear, proactive information about accommodation options rather than relying on student-initiated requests
- Community resources – better promotion of existing support systems like the UTS Muslim Society; as one student put it: “Understanding diverse perspectives isn’t just the right thing to do – it’s good business.”