Holiday Diversity

Junior Ari Goldman and their family celebrate the last night of Hanukkah with a fully lit menorah on Dec. 6. Photo used with permission of Ari Goldman.

A happy holiday for some

Common focus on only one holiday leaves some feeling unincluded this season

Katrell Readus readukat000@hsestudents.org

December is the time of year to be jolly and joyful, at least that is what many department stores, TV commercials, school events and workplaces tell patrons. However, the traditional mentioning of mainly one commercially popularized holiday and its festivities can leave some feeling left out and unhappy. This is the annually occurring “December dilemma,” which takes place every year between Thanksgiving and New Year’s Day when several religious and secular holidays come around. Emotions can be elevated, tensions can rise and misunderstandings can transpire. Even those with good intentions make mistakes, and schools are no exception. Statistics say public schools are more diverse than ever, with the percentages of white students decreasing and the percentages of BIPOC students increasing from 2000 to 2019. U.S. public schools have an average diversity score of 0.68, and Indiana falls in line with other states in the country with a 0.51 percentage, according to public school reviews 2021-2022 data. Though most of that data focuses on racial backgrounds, the numbers show that diversity in schools is increasing as a whole; this diversity is seen and acknowledged at FHS by sophomore Talia Mahmoudd, specifically as it relates to cultural and religious backgrounds. “I absolutely feel like we have a diverse school environment,” Mahmoudd said. “From languages spoken to ethnicity to holidays and beliefs celebrated.” Junior Tina Atmani expressed a similar sentiment but believes that when it comes to representing students of different backgrounds are overlooked “Speaking as a Muslim, part of the minority at school, I feel we get no representation in any of the school media, specifically when it comes to religious holidays,” Atmani said. “Everything revolves around the majority.” While focusing on the majority may, to some, seem like the quickest and easiest thing to do, it can ultimately make students of marginalized groups feel uneasy, unsafe or unwelcome. It is made apparent by history teacher Michelle Greco that the dates of all religious holidays, even those

celebrated by less than the majority of students, are brought to teachers early on in the year but are often forgotten, according to students. “Teachers are informed [of the holidays] at the beginning of the year via a big calendar with all the religious holidays on it,” Greco said. “We are not supposed to put up holiday decorations for specific holidays. In this environment, it’s mostly Christmas decorations that are the big concern because the room should be inclusive to everybody.” Despite teachers being aware of holidays throughout the year, Atmani says she does not see much, if anything, being done to respect or support those celebrating the less publicized holidays when they come about. “When it comes to well-known holidays, I definitely see teachers decorating their rooms and listening to music revolving around that holiday,” Atmani said. “When it comes to other people who might celebrate, I never hear a word.” Greco admits some teachers are better than others when it comes to following these rules and provides a suggestion on what students can do if one of their teachers is not abiding by these rules. “If you see a teacher who is having an issue, you can go to a trusted teacher,” Greco said.” That teacher can take it to the equity committee and the committee can then have a word with that teacher.” Greco believes these rules protecting and respecting the individuality of students, like all other rules, have a purpose. “The whole point of this is to make this an inclusive space and not to make students feel like they are entering a space where they don’t belong,” Greco said. “Unless you [teachers] do not want to other any student and make it feel like they don’t really belong there. Acknowledging holidays when they do come up is a nice way of saying, ‘Hey, I see you and I’m aware this is going on in your life.’” In the past year, through various social media accounts and postings, some students and staff have seen that some in the community are quick to say that rules stressing inclusivity and education around different belief systems and certain social movements are disruptive to the school environment and culture. However, Greco feels that if that is the case maybe the distribution is needed. “If a policy’s aim is to increase a sense of belonging and inclusivity in education and that is disrupting school culture, then there is a problem with the school culture,” Greco said.