School Advocacy

Islamophobia is often discussed as a social or cultural issue, but its impacts extend far beyond the classroom. For Muslim children in public schools, experiences of discrimination, bullying, and exclusion are not only barriers to learning but also contributors to adverse health outcomes. When unaddressed, Islamophobia in education becomes a public health crisis, shaping the mental, emotional, and social well-being of Muslim youth and their families.

Research consistently demonstrates that experiences of racism and discrimination are associated with negative health outcomes, including anxiety, depression, social isolation, and lower academic achievement [6]. The Public Health Agency of Canada identifies racism as a social determinant of health [7], yet Islamophobia remains insufficiently recognized as a distinct form of racism in many provincial and school district frameworks.

Parents across Canada report a consistent set of concerns:

• Bullying by peers targeting Muslim identity, dress, or religious practices [5][9]
   
• Stereotypical depictions of Muslims in curriculum, reinforcing harmful narratives [4].
   
• Denial of religious accommodations, including lack of prayer spaces or recognition of Eid, leaving students marginalized [1].
   
• Discomfort in self-advocacy, with students fearing stigma if they request accommodations [2].
   
• Lack of Islamophobia-specific teacher training, leading to microaggressions and systemic blind spots [9].
   

The cumulative impact of these experiences can result in chronic stress responses, reduced school engagement, and long-term effects on health trajectories [8]

Discrimination in childhood is linked to lifelong health disparities. Studies show that exposure to racism in early years predicts increased risks of hypertension, cardiovascular disease, and poorer mental health in adulthood [3]. Within Muslim communities, these outcomes intersect with existing social determinants of health, such as immigrant status, language barriers, and socioeconomic inequities.

Framing Islamophobia in schools as a public health issue highlights:

• Its systemic nature, not isolated incidents.
   
• The ripple effect on families and communities (stress, disengagement, distrust in institutions).
   
• The responsibility of public institutions, including ministries of health and education, to act collaboratively.
   

While federal and provincial strategies on anti-racism exist, Islamophobia is often subsumed into generic categories of “religion” or “culture.” This erasure minimizes its unique features, such as gendered Islamophobia targeting Muslim girls who wear hijab, and weakens accountability.

Provincial governments, such as in BC, currently do not collect student data disaggregated by religion, making it impossible to track disparities. Moreover, teachers receive limited professional development on Islamophobia, leaving schools ill-equipped to intervene effectively.

1. Recognition: Provincial and district anti-racism frameworks must explicitly name Islamophobia as a distinct form of discriminations.
    
2. Training: Mandatory Islamophobia-specific teacher education and professional development.
    
3. Accommodation: Standardized policies on prayer space provision and recognition of Eid.
    
4. Data: Collection of disaggregated data on religion to support research and accountability.
    
5. Partnerships: Collaborating with Muslim organizations and community initiatives  to ensure culturally relevant resources.
    
6. Health Integration: Ministries of Health and Education should jointly address Islamophobia as a determinant of health in school health programs.
    

Islamophobia in schools is not only an educational issue, it is a pressing public health concern. Addressing it requires coordinated action across sectors, explicit recognition in policy, and partnerships with Muslim communities. To ignore it is to perpetuate preventable harms with lifelong consequences for Muslim children in Canada.

• Ali, A. (2020). Religious Accommodation in Canadian Schools. Canadian Journal of Education.
   
• El Masri, A., Khan, S., & Abdi, C. (2018). “Muslim Students’ Experiences of Discrimination in Canadian Schools.” Race, Ethnicity and Education.
   
• Gee, G. C., Walsemann, K. M., & Brondolo, E. (2012). “A Life Course Perspective on Racism.” American Journal of Public Health, 102(5), 966–974.
   
• National Council of Canadian Muslims (NCCM). (2021). Islamophobia in the Classroom: A Guide for Educators.
   
• Ontario Human Rights Commission. (2017). Policy on Preventing Discrimination Based on Creed.
   
• Paradies, Y., et al. (2015). “Racism as a Determinant of Health: A Systematic Review.” PLoS One, 10(9).
   
• Public Health Agency of Canada (PHAC). (2020). Social Determinants of Health and Health Inequalities.
   
• Williams, D. R., & Mohammed, S. A. (2009). “Discrimination and Racial Disparities in Health.” Journal of Behavioral Medicine, 32(1), 20–47.
   
• Zine, J. (2001). Muslim Youth in Canadian Schools: Education and the Politics of Religious Identity.
   
• Zine, J. (2022). Under Siege: Islamophobia and the 9/11 Generation. McGill-Queen’s University Press.