A Teacher's Guide to Religion in the Public Schools

Home , Religious education, School prayer

A Teacher’s Guide to Religion in the Public Schools is published by the First Amendment Center. The guide has been endorsed by the following organizations: A Teacher’s Guide to Religion American Association of School Administrators American Federation of Teachers in the Public Schools American Jewish Committee American Jewish Congress Association for Supervision and Curriculum Development Baptist Joint Committee on Public Affairs Christian Educators Association International Christian Legal Society Council on Islamic Education National Association of Elementary School Principals National Association of Evangelicals National Association of Secondary School Principals National Council of Churches of Christ in the U.S.A. National Council for the Social Studies National Education Association National PTA National School Boards Association Union of American Hebrew Congregations Union of Orthodox Jewish Congregations of America For more information, please contact: first

1207 18th Ave. S. Nashville, TN 37212 615/727-1600 firstamendmentcenter.org amendment

For additional copies, see Publication No. 085.10-FAC | 3/10 10k BL http://www.firstamendmentcenter.org/about.aspx?item=FAC_publications firstamendmentcenter.org is one of a series of consensus is one of a series of consensus Contact: Denise Philp, 615/727-1302 Contact: Brian Buchanan, 615/727-1543 Your first stop for news and information about the Your first stop for news and information

e n t e r — Contact: Charles Haynes, [email protected] C — Syndicated newspaper column by Gene Policinski and — Syndicated newspaper column

— A critically acclaimed multimedia experience featuring an all-star experience featuring an all-star — A critically acclaimed multimedia m e n d m e n t A i r s t public education. Other programs and resources include: First Amendment Center Online First Amendment. Inside the First Amendment Charles C. Haynes, available free. Freedom Sings cast of musicians. F five the of exploration and study the for forum a as Center serves Amendment First The The center conducts programs and events freedoms protected by the First Amendment. Tenn., and Washington, D.C. nationwide and has offices in Nashville, Religion in the Public Schools Guide to A Teacher’s public education published by the center. Through documents on religious liberty and programs, the center helps schools and communities its First Amendment Education liberty and other First Amendment issues in throughout the nation address religious

“Congress shall make no law respecting an establishment of

religion, or prohibiting the free exercise thereof; or abridg-

ing the freedom of speech, or of the press; or the right of the

people peaceably to assemble, and to petition the Government

for a redress of grievances.”

—F i r s t A m e n d m e n t t o t h e U . S . C o n s t i t u t i o n teacher’s guide Publication No. 085.10-FAC Revised September 2004 Reprinted March 2010 Written by: Charles C. Haynes Editor: Natilee Duning Design: S. Watson Written by: Charles C. Haynes Editor: Natilee ©2008 First Amendment Center 1207 18th Ave. S. Nashville, TN 37212 615/727-1600 firstamendmentcenter.org A Teacher’s Guide to Religion in the Public Schools A Teacher’s Guide to Religion in the 1 1 - - Finding religion, where appropriate, as about This guide is not intended to render legal advice on This guide is not intended to render ii . i

teacher’s inhibit religion. They must be places where religion and reli Public schools may not inculcate nor gious conviction are treated with fairness and respect. Public schools uphold the First AmendmentFirst the uphold schools Public respect. and fairness with treated are conviction gious demonstrateor none. Schools faiths all of students of rights liberty religious the they protect when curriculum includes study fairness when they ensure that the an important part of a complete education. the teachers in our nation’s public schools. For this reason, teachers need to be fully informed about the to be fully informed teachers need For this reason, public schools. in our nation’s the teachers education. the role of religion in public educational principles for understanding constitutional and ach day millions of parents from diverse religious backgrounds entrust the education of their children to education of their entrust the backgrounds from diverse religious millions of parents ach day Keep in mind, however, that the law alone cannot answer every question. Teachers and administrators, Keep in mind, however, that the law alone cannot answer every question. The questions and answers that follow build on this shared vision of religious liberty in public education to build on this shared vision of religious liberty in public education The questions and answers that follow Fortunately, however, there is another alternative that is consistent with the First Amendment and First Amendment the with that is consistent alternative however, there is another Fortunately,

This teacher’s guide is intended to move beyond the confusion and conflict that has surrounded religion in religion surrounded has that conflict and confusion the beyond move to intended is guide teacher’s This

all students in our public schools. working with parents and others in the community, must work to apply the First Amendment fairly and justly for working with parents and others in the community, must work to

specific legal questions; it is designed to provide general information on the subject of religion and public schools. to provide general information on the subject of religion and public specific legal questions; it is designed Common Ground: A Guide to Religious Liberty in Public Schools Common Ground: A Guide to Religious gious and educational organizations. For a more in-depth examination of the issues, teachers should consult For a more in-depth examination of the issues, teachers should consult gious and educational organizations. is based on First Amendment principles as currently interpreted by the courts and agreed to by a wide range of reli of by the courts and agreed to by a wide range interpreted currently as principles on First Amendment is based provide teachers with a basic understanding of the issues concerning religion in their classrooms. The advice offered of the issues concerning religion in their classrooms. The provide teachers with a basic understanding by 24 national organizations. Principle IV states: by 24 national organizations. Principle in “Religious Liberty, Public Education, and the Future of American Democracy,” a statement of principles issued and the Future of American Democracy,” a statement of principles in “Religious Liberty, Public Education, broadly supported by many educational and religious groups. The core of this alternative has been best articulated articulated best been has alternative this of core The groups. religious and educational many by supported broadly these approaches is consistent with the guiding principles of the Religion Clauses of the First Amendment. of the Religion Clauses of is consistent with the guiding principles these approaches school practices and policies. On the other end are those who view public schools as religion-free zones. Neither of those who view public schools as policies. On the other end are school practices and much of the debate. On one end of the spectrum are those who advocate promotion of religion (usually their own) in own) their (usually religion of promotion advocate who those are spectrum the of end one On debate. the of much public schools since the early days of the common school movement. For most of our history, extremes have shaped school movement. For most of our the early days of the common public schools since guide Teaching about Religion in Because religion plays a significant role in history Public Schools and society, study about religion is essential to understanding both the nation and the world. Omission of Is it constitutional to teach about facts about religion can give students the false impres- 1. religion? sion that the religious life of humankind is insignificant Yes. In the 1960s’ school prayer cases (that prompt- or unimportant. Failure to understand even the basic ed rulings against state-sponsored school prayer and Bible symbols, practices, and concepts of the various religions reading), the U.S. Supreme Court indicated that public school makes much of history, literature, art, and contemporary education may include teaching about religion. In Abington v. life unintelligible. Schempp, Associate Justice Tom Clark wrote for the Court: Study about religion is also important if students are publicto value religious liberty, the first freedom guaranteed [I]t might well be said that one’s education is not com- in the Bill of Rights. Moreover, knowledge of the roles of plete without a study of comparative religion or the his- religion in the past and present promotes cross-cultural tory of religion and its relationship to the advancement understanding essential to democracy and world peace. of civilization. It certainly may be said that the Bible A number of leading educational groups have issued is worthy of study for its literary and historic qualities. their own statements decrying the lack of discussion about Nothing we have said here indicates that such study of religionschools in the curriculum and calling for inclusion of such the Bible or of religion, when presented objectively as information in curricular materials and in teacher education. part of a secular program of education, may not be effect- Three major principles form the foundation of this ed consistently with the First Amendment. consensus on teaching about religion in public schools: Why should study about religion be 2. included in the curriculum? 1. As the Supreme Court has made clear, study about religion in public schools is constitutional. Growing numbers of educators throughout the United States recognize that study about religion in social 2. Inclusion of study about religion is important in studies, literature, art, and music is an important part of order for students to be properly educated about his- a well-rounded education. “Religion in the Public School tory and cultures. Curriculum: Questions and Answers,” issued by a coalition of 17 major religious and educational organizations— history 3. Religion must be taught objectively and neutrally. including the Christian Legal Society, the American Jewish The purpose of public schools is to educate students Congress, the National Education Association, the American about a variety of religious traditions, not to indoctri- Federation of Teachers, the American Association of School nate them into any tradition. Administrators, the Islamic Society of North America, the National Council for the Social Studies, the Association for Is study about religion included in Supervision and Curriculum Development, the Baptist Joint 3. textbooks and standards? Committee on Public Affairs, the National Association of “Knowledge about religions is not only characteristic of Evangelicals, and the National School Boards Association— an educated person, but is also absolutely necessary for under- describes the importance of religion in the curriculum thus: standing and living in a world of diversity.” National Council for the Social Studies 2 Agreement on the importance of teaching about How should I teach about religion? religion has begun to influence the treatment of religion 4. Encouraged by the new consensus, public schools in textbooks widely used in public schools, as well as state are now beginning to include more teaching about religion in frameworks and standards for the social studies. The current the curriculum. In the social studies especially, the question generation of history textbooks mention religion more often is no longer “Should I teach about religion?” but rather “How than their predecessors, and, in world history, sometimes offer should I do it?” substantive discussions of religious ideas and events. The answer to the “how” question begins with a State frameworks and standards are also begin- clear understanding of the crucial difference between the ning to treat religion more seriously. Most state standards teaching of religion (religious education or indoctrination) in the social studies require or recommend teaching about and teaching about religion. “Religion in the Public School public religion through specific content references and general man- Curriculum,” the guidelines issued by 17 religious and educa- dates, and many also include such references in fine arts and tional organizations, summarizes the distinction this way: literature standards. In California, for example, the History- Social Science Framework and the new History-Social Science >The school’s approach to religion is academic, Content Standards require considerable study of religion. not devotional. Students studying U.S. History in California are expected to >The school strives for student awareness of religions, learn about the role of religion in the American story, from the schools but does not press for student acceptance of any influence of religious groups on social reform movements to religion. the religious revivals, from the rise of Christian fundamental- ism to the expanding religious pluralism of the 20th century. >The school sponsors study about religion, not the Teaching about religion is also encouraged in the practice of religion. National Standards for History, published by the National >The school may expose students to a diversity of reli- Center for History in the Schools. The elaborated standards gious views, but may not impose any particular view. in world history are particularly rich in religious references, >The school educates about all religions; it does not examining the basic beliefs and practices of the major religions promote or denigrate religion. as well as how these faiths influenced the development of civilization in successive historical periods. While the U.S. history >The school informs students about various beliefs; standards include religion less frequently, many historical it does not seek to conform students to any particular iii developments and contributions that were influenced by reli- belief. gion are nevertheless represented.

Geography for Life: The National Geography Classroom discussions concerning religion must be academic Standards, published by the Geography Standards Project, conducted in an environment that is free of advocacy on the and the National Standards for Civics and Government, part of the teacher. Students may, of course, express their published by the Center for Civic Education, include many own religious views, as long as such expression is germane to references to teaching about religious belief and practice as the discussion. But public-school teachers are required by the historical and contemporary phenomena. Study of religion in First Amendment to teach about religion fairly and objectively, the social studies would be expanded considerably if curriculum neither promoting nor denigrating religion in general or spe- developers and textbooks writers were guided by these standards. cific religious groups in particular. When discussing religion,

3 teacher education teacher holidays - - religion in

guest speakersabout May I invite guest speakers to help May I invite guest speakers with study about religion? some When teaching about religions in history, be taken If a guest speaker is invited, care should Of course, fairness and balance in U.S. or world Of course, fairness 6. Religious leaders in the community may also be a resource. Remember, however, that they have commitments to their own faith. Be certain that any guest speaker understands the First Amendment guidelines for teaching public education and is clear about the academic nature of the assignment. the limited time available in the course syllabus. Teachers in the course syllabus. Teachers the limited time available them supplemental resources that enable will need scholarly while material within the allotted time, to cover the required the discussion with study of religion. simultaneously enriching studies in order Some schools now offer electives in religious students to study about to provide additional opportunities for depth. the major faith communities in greater a guest speaker for a teachers may find it helpful to invite religious tradition more comprehensive presentation of the their school district under study. Teachers should consult classroom. policy concerning guest speakers in the necessary for to find someone with the academic background of the historical period an objective and scholarly discussion from local colleges and the religion being considered. Faculty guest speakers or can and universities often make excellent might be appropri make recommendations of others who setting. ate for working with students in a public-school ments in human history. The full historical record (and vari full historical record human history. The ments in analysis and be available for of it) should ous interpretations sources whenever possible allows discussion. Using primary with the historical record. students to work directly brief are difficult to achieve, given the history and literature and ideas and events in most textbooks treatment of religious ------religion. about Fair and balanced study about religion on the sec On the secondary level, the social studies, litera On the secondary level, the social studies, In the elementary grades, the study of family, com In the elementary grades, the study of how much should be said? how much should religions to include and how Decisions about which Which religions should be taught and Which religions

4 the heart of some of the best and some of the worst develop ondary level includes critical thinking about historical events involving religious traditions. Religious beliefs have been at education. overall curriculum should include all of the major voices and some of the minor ones in an effort to provide the best possible tions and cultures that have shaped history and society. The nation. In world history, a variety of faiths are studied in each nation. In world history, a variety of region of the world in order to understand the various civiliza predominant influence on the development of the American predominant influence on the development may be given more time than others but only because of their may be given more time than others but of the course determine which religions are studied. In a U.S. of the course determine which religions faith communities history curriculum, for example, some about religions—their ideas and practices. The academic needs about religions—their ideas and practices. ture, and the arts offer opportunities for the inclusion of study ture, and the arts offer opportunities always be presented in the context of learning always be presented in the context of of stories read by students, but the material selected must of stories read by students, but the material bols as well as important figures and events. Stories drawn bols as well as important figures and the wide variety from various faiths may be included among upon meanings of religious faiths—the core beliefs and sym upon meanings of religious faiths—the world’s major religions by focusing on the generally agreed- world’s major religions by focusing on topics may involve some discussion of religion. Elementary topics may involve some discussion of and practices of the students are introduced to the basic ideas munity, various cultures, the nation, and other themes and munity, various cultures, the nation, course being taught. course being taught. level of the students and the academic requirements of the and the academic requirements of level of the students religions religion are determined by the grade much to discuss about 5. Hebrew scriptures …”). Hebrew scriptures beliefs by teaching through attribution (e.g., by using such attribution (e.g., by teaching through beliefs by the believe …” or “according to phrases as “most Buddhists many teachers guard against injecting personal religious injecting personal guard against many teachers 5 -

- - Other vii viii v offer master’s level programs that are excellent offer master’s level programs that are The Utah State Office of Education co-sponsors The Utah State Office of Education co-sponsors ofHarvard University and the University to Other colleges and universities offer assistance The First Amendment Center supports initiatives supports initiatives Amendment Center The First vi Education Resource Center at California State University – Chico. This center provides resources, including curriculum guides and sample lessons in several subject areas. organizations, such as the Council on Islamic Education, offer academic resources and workshops on teaching about specific religious traditions. project has created a network of resource leaders and scholars a network of resource leaders and scholars project has created providing support for classroom teach throughout the state their by the project give workshops for ers. Teachers trained for and educational guidelines colleagues on the constitutional scholars from local teaching about religion. Religious studies school districts to colleges and universities are linked with seminars on the reli provide ongoing expertise and periodic in the curriculum. gious traditions that teachers are discussing a network of a Utah 3Rs Project that is currently building districts. Other resource leaders in all of the state’s school in various stages states and districts have similar programs of development. Pennsylvania public- and opportunities for both current and prospective learning more about the private-school teachers interested in issues in American pub study of religion and religious-liberty lic life. focused on teaching teachers, including in-service programs Religion and Public about religion. A notable example is the to be constitutionally permissible and educationally sound. and educationally permissible to be constitutionally the country designed to prepare public- in several regions of about religion. The most extensive school teachers to teach is the California 3Rs Project (Rights, of these programs Respect). Co-sponsored by the California Responsibilities, and the Educational Services Association, County Superintendents ------iv teacher education teacher

Teacher preparation and good academic resources Are there opportunities for teacher education in study about religion? This advice about religious holidays in public The use of art, drama, music or literature with The use of art, drama, music or literature The use of religious symbols, provided they are used they are provided of religious symbols, The use How should I treat religious holidays I treat religious How should in the classroom? to the distinction between Teachers must be alert

holidays .

are needed in order for study about religion in public schools 8. schools is based on consensus guidelines adopted by 18 educa tional and religious organizations. lar religious holiday. gious music. Concerts should avoid programs dominated by gious music. Concerts should avoid programs coincide with a particu religious music, especially when these concerts that present a variety of selections may include reli concerts that present a variety of selections promoting religious belief. For example, sacred music may be promoting religious belief. For example, study of music. School sung or played as part of the academic basis of their academic or aesthetic value, not as a vehicle for basis of their academic or aesthetic value, goal in the curriculum. Such themes should be included on the goal in the curriculum. Such themes religious themes is permissible if it serves a sound educational religious themes is permissible if it serves gest such creations. with religious symbols, but teachers should not assign or sug with religious symbols, but teachers should displayed only on a temporary basis as part of the academic displayed only on a temporary basis as to create artwork lesson being studied. Students may choose sible as a teaching aid or resource. Religious symbols may be sible as a teaching aid or resource. Religious only as examples of cultural or religious heritage, is permis only as examples of cultural or religious gious beliefs into the discussion. opportunity to proselytize or otherwise inject personal reli opportunity to proselytize or otherwise understanding and mutual respect for differences in belief. mutual respect for differences in belief. understanding and an the study of religious holidays as Teachers may not use neither promoting nor inhibiting religion, this study can foster nor inhibiting religion, this study can neither promoting are celebrated, their origins, histories and generally agreed- are celebrated, their the approach is objective and sensitive, upon meanings. If information about holidays may focus on how and when they holidays may focus on how and when information about celebrating religious holidays, which is not. Recognition of and holidays, which is not. Recognition celebrating religious teaching about religious holidays, which is permissible, and holidays, which is permissible, teaching about religious 7 guest speakers religions

What are good classroom resources for What is the relationship between 9. teaching about religion? 10. religion and character education? Teaching about religion in the public schools As discussed previously, the First Amendment requires that sound academic resources be made readily prohibits public-school teachers from either inculcating or available to classroom teachers. Fortunately, good classroom inhibiting religion. Teachers must remain neutral concerning resources, especially in the social studies, are now available religion, neutral among religions, and neutral between religion for helping teachers integrate appropriate study about reli- and non-religion. But this does not mean that teachers should gion. be neutral concerning civic virtue or moral character. Finding Common Ground: A Guide to Religious Teachers should teach the personal and civic vir- Liberty in Public Schools, published by the First Amendment tues widely held in our society, such as honesty, caring, fair- Center, provides an extensive list of organizations and pub- ness, and integrity. They must do so without either invoking lishers that offer classroom resources for teaching about reli- religious authority or denigrating the religious or philosophi- gion in public schools. cal commitments of students and parents. Two recent publications are examples of what is When school districts develop a plan for compre- now available for study about religion in a secondary school hensive character education, they should keep in mind that classroom: the moral life of a great many Americans isschool shaped by deep Religion in American Life is a 17-volume series religious conviction. Both the approach to character education written by leading scholars for young readers. Published by and the classroom materials used should be selected in close Oxford University Press, the series includes three chronologi- consultation with parents and other community members rep- cal volumes on the religious history of the U.S., nine volumes resenting a broad range of perspectives. When care is taken covering significant religious groups (Protestants, Catholics, to find consensus, communities are able to agree on the core Jews, Orthodoxresources Christians, Mormons, Muslims, Hindus, character traits they wish taught in the schools and how they Buddhists, Native Americans, and others), and four volumes wish character education to be done. addressing specific topics of special importance for under- For guidance on how to develop and implement a standing the role of religion in American life (women and quality character education program, contact the Character xi religion, church-state issues, African American religion, and Education Partnership in Washington, D.C. ix immigration). Columbia University Press has published a The Personal Beliefs of Teachers CD-ROM titled On Common Ground: World Religions in America. This multimedia resource uses text, primary sources, May I pray or otherwise practice my photographs, music, film, and the spoken word to bring alive 11. faith while at school? the extraordinary religious diversity in the United States. As employees of the government, public-school Fifteen different religions in various regions of America are teachers are subject to the Establishment Clause of the First represented, from the long-established Christian, Jewish, and Amendment and thus required to be neutral concerning reli- Native American traditions to the more recent arrivals such as gion while carrying out their duties as teachers. That means, x Hinduism and Buddhism. for example, that teachers do not have the right to pray with or in the presence of students during the school day.

6 7 - -

expressionxii “Religious Expression in Public Schools,” guidelines May students express religious views May students express religious in their assignments? May students express religious views May students in public schools? Public Schools: A JointIn “Religion in the Students have the right to pray individually or inStudents have the right Students may express their beliefs about religion in the form of homework, artwork, and other written and oral assignments free of discrimination based on the religious content of their submissions. Such home and classroom work should be judged by ordinary academic standards groups or to discuss their religious views with theirgroups or to discuss Because thepeers so long as they are not disruptive. to purely privateEstablishment Clause does not apply their Bibles orspeech, students enjoy the right to read pray before tests,other scriptures, say grace before meals, student listeners.and discuss religion with other willing to pray quietlyIn the classroom, students have the right in schoolexcept when required to be actively engaged to pray just as aactivities (e.g., students may not decide such as theteacher calls on them). In informal settings, pray either audi cafeteria or in the halls, students may of order as applybly or silently, subject to the same rules the right toto other speech in these locations. However, for example,engage in voluntary prayer does not include, or to compelthe right to have a captive audience listen other students to participate. Religious Expression of Students Expression Religious published by the U.S. Department of Education, offers the fol lowing guidance about religious expression in student assignments: dents to express their faith in a public school: dents to express their Statement of Current Law,” 35 religious and civil libertiesStatement of Current stu the following summary of the rights of organizations give 14. 13.

- - - - - Before answering the question, however, teach Before answering the question, however, about my religious beliefs? question, Some teachers prefer not to answer the How do I respond if students ask How do I respond if students Teachers are permitted to wear non-obtrusive jew Teachers are permitted to wear non-obtrusive Teachers, of course, bring their faith with them Teachers, of course, Outside of their school responsibilities, public- their school responsibilities, Outside of such as a cross or Star of David. But teachers should notsuch as a cross or Star of David. But teachers

they agree or disagree with the religious views of the teacher. Teachers may neither reward nor punish students because brief statement of personal belief—but may not turn the ques tion into an opportunity to proselytize for or against religion. may not. In any case, the teacher may answer at most with a view and the official position of the school; very young children ers should consider the age of the students. Middle and high school students may be able to distinguish between a personal answer the question straightforwardly and succinctly in the answer the question straightforwardly environment. interest of an open and honest classroom beliefs into the discussion. Other teachers may choose to beliefs into the discussion. Other teachers stating that it is inappropriate for a teacher to inject personal stating that it is inappropriate for a teacher wear clothing with a proselytizing message (e.g., a “Jesus Saves”wear clothing with a proselytizing message T-shirt). elry, teachers. and does not interfere with their duties or the rights of other and does not interfere with their duties so as long as the activity is outside the presence of students so as long as the activity is outside the faculty lounge during their free time in the school day, we see faculty lounge during their free time not be permitted to do no constitutional reason why they may teachers wishes to meet for prayer or scriptural study in the teachers wishes to meet for prayer or should do so outside the presence of students. If a group of the presence of students. If a group should do so outside First Amendment, however, teachers who wish to pray or however, teachers who wish to pray First Amendment, activities—unless they are silent— engage in other religious through the schoolhouse door each morning. Because of the door each morning. Because of through the schoolhouse to promote their outside religious activities. to promote their outside ers must refrain from using their position in the public school using their position in the public ers must refrain from wise participate in their local religious community. But teach their local religious community. But wise participate in school teachers are free like other citizens to teach or other school teachers are

12.

school resources of substance and relevance, and against other legitimate with a particular religious requirement. Enforcing religious xiii pedagogical concerns identified by the school. obligations such as prayer, dietary restrictions, or wearing a xv head covering is the responsibility of parents, not teachers. How should public schools respond to 15. excusal requests from parents? May students form extracurricular In “A Parent’s Guide to Religion in the Public 17. religious clubs? Schools,” the National PTA and the First Amendment Center The Equal Access Act passed by Congress in 1984 give the following advice concerning excusal requests: ensures that students in secondary public schools may form religious clubs, including Bible clubs, if the school allows other Whenever possible, school officials should try to accom- “noncurriculum-related groups.” The Act is intended to pro- modate the requests of parents and students for excusal tect student-initiated and student-led meetings in secondary from classroom discussions or activities for religious reasons. schools. According to the Act, outsiders may not “direct, con- If focused on a specific discussion, assignment, or activity, duct, control, or regularly attend” student religious clubs, and such requests should be routinely granted in order to strike teachers acting as monitors may be present at religious meet- xvi a balance between the student’s religious freedom and the ings in a nonparticipatory capacity only. school’s interest in providing a well-rounded education. clubsThe U.S. Department of Education in “Religious If it is proved that particular lessons substantially bur- Expression in Public Schools” gives the following guidance for den a student’s free exercise of religion and if the school interpreting the Equal Access Act: cannot prove a compelling interest in requiring attendance, xiv some courts may require the school to excuse the students. The Equal Access Act is designed to ensure that, consistent with the First Amendment, student religious activities May public schools accommodate are accorded the same access to public school facilities as 16. students with special religious needs? are student secular activities. Based on decisions of the Public schools are sometimes asked to accommodate Federal courts, as well as its interpretations of the Act, the students with special religious needs or practices. Sensitive Department of Justice has advised that the Act should be and thoughtful school officials may easily grant many of these interpreted as providing, among other things, that: requests without raising constitutional questions. Muslim students, for example, may need a quiet place at lunch or during > Student religious groups at public secondary schools breaks to fulfill their prayer obligation during the school day. have the same right of access to school facilities as is Jehovah’s Witnesses ask for their children to be excused from enjoyed by other comparable student groups. Under birthday celebrations. As long as honoring these requests is the Equal Access Act, a school receiving Federal funds feasible, school officials should do so in the spirit of the First that allows one or more student noncurriculum-related Amendment. clubs to meet on its premises during noninstructional Administrators and teachers should not, however, time may not refuse access to student religious groups. be placed in the position of monitoring a child’s compliance

8 9 - May students distribute religious May students literature in school? of students are requesting An increasing number Students have a right to distribute religious literatureStudents have a right to their schoolmates on the same terms as they are permit to their schoolmates unrelated to schoolted to distribute other literature that is impose the samecurriculum or activities. Schools may other constitutionalreasonable time, place, and manner or literature as they dorestrictions on distribution of religious they may not singleon nonschool literature generally, but out religious literature for special regulation. permission to distribute religious literature on public-school religious literature on public-school permission to distribute to the guidelines issued by the U.S. campuses. According Department of Education: 18. - - - - - literature- including the public address system, the including the public groups meeting under the Act to use the schoolgroups meeting under A school creates a limited open forum under the A school creates a limited open forum A school receiving Federal funds must allow stu A school receiving Federal A meeting, as defined and protected by the Equal A meeting, as defined ing their lunch periods or other noninstructional time ing their lunch periods or other noninstructional it allows stu during the school day, as well as when day. dents to meet before and after the school Equal Access Act, triggering equal access rights for Equal Access Act, triggering equal access to meet dur religious groups, when it allows students ner. Schools, however, may inform students that cer ner. Schools, however, may inform students tain groups are not school-sponsored. school media must be applied to all noncurriculum- man related student groups in a nondiscriminatory announce their meetings on the same terms as other announce their meetings student groups are allowed to noncurriculum-related the use of use the school media. Any policy concerning dent media— and the school bulletin board—to school newspaper, ing, or other worship exercise. ing, or other worship Access Act, may include a prayer service, Bible read Access Act, may include > > >

endnotes

i This shared vision of religious liberty in public education is remarkable both viii The Council on Islamic Education may be reached by calling 714/839-2929, for who says it and for what it says. The National Education Association, the writing to P.O. Box 20186, Fountain Valley, CA 92728-0186, e-mailing American Federation of Teachers, the National School Boards Association, the [email protected], or visiting www.cie.org. Association for Supervision and Curriculum Development, the National PTA and ix For more information about the Oxford University Press series Religion in the American Association of School Administrators join with the Christian Legal American Life, call 800/445-9714, e-mail [email protected], or visit Society, the American Center for Law and Justice, and Citizens for Excellence in http://www.oup.com/us/catalog/general/series/ReligioninAmericanLife/. Education in asserting these principles. People for the American Way, the Anti- x For more information about the CD-ROM On Common Ground: World Religions Defamation League and the Union of American Hebrew Congregations are on the in America, call 800/944-8648. list, as are the Council on Islamic Education, the Christian Educators Association xi The Character Education Partnership is located at 1025 Connecticut Ave., NW, International, and the Christian Coalition. Free copies are available through the Suite 1011, Washington, DC 20036. Call 800/988-8081 or visit www.character.org. First Amendment Center. xii “Religion in the Public Schools: A Joint Statement of Current Law” may be ii Finding Common Ground by Charles C. Haynes and Oliver Thomas is avail- obtained by writing: “Religion in the Public Schools,” 15 East 84th St., Suite 501, able at www.amazon.com. A discount is available through the First Amendment New York, NY 10028, or visiting http://www.ed.gov/Speeches/04-1995/prayer.html. Center for orders of 10 books or more. For the discount, call 202/292-6288. xiii The full text of the 1998 U.S. Department of Education guidelines may be iii Based on guidelines originally published by the Public Education Religion found in Finding Common Ground. Studies Center at Wright State University. xiv Copies of “A Parent’s Guide to Religion in the Public Schools,” published by iv “Religious Holidays and Public Schools: Questions and Answers” may be found the National PTA and the First Amendment Center, are available free from the in Finding Common Ground. First Amendment Center. v For details about the 3Rs (Rights, Responsibilities, & Respect) programs, contact xv A good resource for understanding the religious needs and practices of Charles Haynes, [email protected]. students is America’s Religions: An Educator’s Guide to Beliefs and Practices vi For more information about the Program in Religion and Secondary Education by Benjamin J. Hubbard, John T. Hatfield, and James A Santucci. It is at Harvard University, contact The Divinity School, 45 Francis Ave., Cambridge, available by contacting Teacher Ideas Press at 800/225-5800, P.O. Box 6926, MA 02138, 617/384-8047. Attention: Diane Moore, Director. Inquiries about the Portsmouth, NH 03802-6926, [email protected], Religion in Public Life Certificate Program at the University of Pennsylvania or www.teacherideaspress.com. should be addressed to Christopher Pastore, Director, Master of Liberal Arts xvi The requirements of the Equal Access Act are described in detail in “Equal Program, College of General Studies, University of Pennsylvania, 3440 Market Access and the Public Schools: Questions and Answers,” a pamphlet sponsored St., Suite 100, Philadelphia, PA 19104-3335, 215/898-7326. by 21 religious and educational groups. The full text is contained in Finding vii Direct questions about the Religion and Public Education Resource Center Common Ground. to Dr. Bruce Grelle, Dept. of Religious Studies, California State University – Chico, CA 95929-0740, [email protected], 530/898-4739, or visit www.csuchico.edu/rs/rperc/.

10 firstamendmentcenter.org is one of a series of consensus is one of a series of consensus Contact: Denise Philp, 615/727-1302 Contact: Brian Buchanan, 615/727-1543 Your first stop for news and information about the Your first stop for news and information

e n t e r — Contact: Charles Haynes, [email protected] C — Syndicated newspaper column by Gene Policinski and — Syndicated newspaper column

amendmentfirst National PTA Christian Legal Society American Jewish Congress Council on Islamic Education American Jewish Committee National Education Association American Federation of Teachers National School Boards Association National Association of Evangelicals National Council for the Social Studies Baptist Joint Committee on Public Affairs Baptist Joint Committee on Public Union of American Hebrew Congregations is published by the First Amendment Center. is published by the Christian Educators Association International American Association of School Administrators A Teacher’s Guide to Religion in the Public Schools to Religion in the Public Schools A Teacher’s Guide National Association of Secondary School Principals National Association of Secondary Union of Orthodox Jewish Congregations of America National Council of Churches of Christ in the U.S.A. National Council of Churches of Christ National Association of Elementary School Principals National Association of Elementary Association for Supervision and Curriculum Development Association for Supervision and Curriculum The guide has been endorsed by the following organizations: The guide has been A Teacher’s Guide to Religion in the Public Schools is published by the First Amendment Center. The guide has been endorsed by the following organizations: A Teacher’s Guide to Religion American Association of School Administrators American Federation of Teachers in the Public Schools American Jewish Committee American Jewish Congress Association for Supervision and Curriculum Development Baptist Joint Committee on Public Affairs Christian Educators Association International Christian Legal Society Council on Islamic Education National Association of Elementary School Principals National Association of Evangelicals National Association of Secondary School Principals National Council of Churches of Christ in the U.S.A. National Council for the Social Studies National Education Association National PTA National School Boards Association Union of American Hebrew Congregations Union of Orthodox Jewish Congregations of America For more information, please contact: first

1207 18th Ave. S. Nashville, TN 37212 615/727-1600 firstamendmentcenter.org amendment

For additional copies, see Publication No. 085.10-FAC | 3/10 10k BL http://www.firstamendmentcenter.org/about.aspx?item=FAC_publications