For ESL teachers working in Muslim-majority countries or with significant numbers of Muslim students anywhere in the world, Ramadan is a month that shapes the classroom in ways that are worth understanding and preparing for properly.
This is not about managing a disruption. It is about understanding a significant month in the lives of your students and colleagues, and teaching well within that context.
What Ramadan actually involves
Ramadan is the ninth month of the Islamic lunar calendar, observed through fasting from dawn to sunset. During this time, those who are fasting abstain entirely from food and water during daylight hours. The fast is typically broken after sunset with a meal known as iftar, and many families also eat before dawn in a meal called suhur.
The month has a distinct social and spiritual character. The evenings tend to be lively and communal. The mornings can involve fatigue, particularly in the early days before the body adjusts. Energy levels in the afternoon, particularly in the late afternoon before iftar, can be noticeably lower than at other times of year.
How it affects the classroom
Understanding the physical reality of fasting helps teachers adjust their expectations appropriately. Students who are fasting are managing without food or water for the entire school day. By the afternoon, concentration can be affected, particularly in the first week before adjustment sets in. This is not a motivation issue. It is a physiological reality that deserves a thoughtful response.
In many countries with significant Muslim populations, school hours during Ramadan are shortened. In the UAE, for example, the Ministry of Education reduces lesson durations and restructures the school day to accommodate the holy month. Teachers working in these contexts should familiarise themselves with the specific adjustments their school or district makes.
Physical education and vigorous activity warrant particular consideration for fasting students. Many schools allow fasting students to participate in alternative lower-intensity activities during PE to reduce the risk of dehydration. This is a practical accommodation, not a special exemption.
What good teaching looks like during Ramadan
The most effective adjustment a teacher can make is simply to be aware and to communicate that awareness clearly. Students and colleagues who are fasting generally do not need special treatment. They need a teacher who understands what they are doing and why, and who adjusts the pace and energy of the classroom accordingly.
Scheduling demanding cognitive tasks for the morning when energy is higher, reducing the intensity of afternoon lessons, avoiding food-related activities or discussions during class time, and being genuinely flexible with deadlines during the first week are all practical, straightforward adjustments that make a meaningful difference.
Ramadan is also an opportunity to learn. Teachers who take the time to understand the significance of the month, even at a basic level, build a quality of relationship with their students and colleagues that persists long after the month ends.
For teachers considering roles in Muslim-majority countries
Understanding Ramadan is one of the most practical things you can do before accepting a teaching position in a Muslim-majority country. It is a month that affects school schedules, social rhythms, student energy and staff expectations. Teachers who understand it before they arrive adjust significantly faster than those who encounter it for the first time in the classroom.
Browse teaching opportunities in Muslim-majority countries on the QiblaEdu Teaching Opportunities page. Culturally appropriate ESL teaching resources for diverse classrooms are available in the QiblaEdu Shop.
QiblaEdu is a platform for educators and learners who want English education that aligns with their values. qiblaedu.com