Practicing Ramadan inside the School Campus: Experiences of the Senior High School Muslim Students

Low endurance in religious activity engagement, particularly during Ramadan, presents a unique challenge for Muslim students in educational settings. This phenomenological study explores the lived experiences of senior high school Muslim students observing Ramadan while attending school. Ten participants were selected through purposive sampling to provide in-depth insights into how they navigate academic and religious demands during this sacred month. The findings revealed two key themes: Attribute and Character development during Ramadan and Cultural Identity in the School Context. The first theme reveals that students relied on personal traits such as determination, perseverance, and resilience to cope with the exhaustion and mental fatigue of fasting. These attributes enabled them to stay focused academically, manage their energy, and balance religious observance with school responsibilities. Students emphasized the importance of inner strength and self-discipline in completing assignments and participating in classroom activities despite the challenges of fasting. The second theme, Cultural Identity, highlights how Ramadan practices, such as fasting, prayer, and reflection, serve as expressions of both faith and personal identity. Students discussed how their religious practices shaped their interactions within the school environment, despite sometimes facing limited accommodation for their religious needs. They found support from peers with similar cultural backgrounds, fostering a sense of community and solidarity that helped them stay motivated and connected. This study underscores the complex interplay between faith, identity, and academic life for Muslim students during Ramadan. Therefore, it calls for further investigation utilizing these themes to examine how Ramadan observance impacts students’ personal attributes, character development, cultural identity, academic performance, well-being, as well as their social support networks. Consequently, such studies could contribute to the development of more supportive, understanding, and inclusive school environments for religiously diverse student populations, thereby ensuring that all students can engage in their faith while maintaining their educational experience.