Schools should try to promote greater understanding and tolerance among students of different traditions by taking care to adhere to the First Amendment’s prohibition against school-sponsored endorsement or promotion of religious beliefs of any kind. By following this American tradition, our schools can best celebrate the religious freedom upon which our nation was founded.

Public schools may teach about the various religious perspectives concerning the many complex moral issues confronting society, but such perspectives must be presented without adopting, sponsoring, or denigrating any particular view.

Recognition of and information about holidays may focus on how and when they are celebrated, their origins, histories, and generally agreed-upon meanings. If the approach is objective and sensitive, neither promoting nor inhibiting religion, this study can foster understanding and mutual respect for differences in beliefs. Teachers will want to avoid asking students to explain their beliefs and customs. An offer to do so should be treated with courtesy and accepted or rejected depending upon the educational relevancy. Teachers may not use the study of religious holidays as an opportunity to proselytize or to inject personal religious beliefs into the discussions. Teachers can avoid this by teaching through attribution, i.e., by reporting that “some Buddhists believe...”

When holiday sacred or secular seasonal music is used at the elementary (K-5) level, it must be a part of a program that includes several cultural and/or religious traditions.

The use of art, drama, or literature with religious themes also is permissible if it serves a sound educational goal in the curriculum but, not if used as a vehicle for promoting religious belief.

Ideals that are shared by many cultures (i.e., peace, brotherhood, kindness, sharing) are suggested themes that could be used to draw together programs of many traditions.

However, activities and decorations involving secular holidays that are closely associated with religious holidays must be appropriately limited to ensure the activities and decorations do not interfere with teaching the required curriculum (i.e., Halloween, Christmas, etc).

The GEH Committee should review the documentation prior to meeting with the parent to determine if additional information is needed and to determine an appropriate plan. The transition period is generally considered to last for less than a month unless there are extenuating circumstances. Flexibility should be allowed for doctor appointments, but the parent should be encouraged to schedule appointments after the school day, if at all possible. The GEH Committee must detail the transition plan, including the specific alternate attendance time (not just the period) and then meet with the persons involved. Although the GEH Program can be very helpful, it is not as educationally productive as the regular school routine. Facilitating the student being on campus is ideal. Helping the student participate in the routine of a regular school day is the goal.