In the German town of Kleve, for example, controversy arose when pupils were reportedly asked to eat their snacks ‘secretly’, with their backs turned, so as not to provoke fasting classmates. According to parents, some Muslim pupils allegedly told others to throw away their food and fast as well.
A similar case was reported in Düsseldorf, where two fifth-grade pupils were pressured by Muslim classmates to discard their snacks during break because ‘it was Ramadan’. According to the account, they were told: ‘We have Ramadan, now you must fast and throw away your bread, otherwise you will see the consequences.’
This is no longer a matter of cultural exchange. It raises the question of who sets the rules in European public institutions. If a child at school feels pressured to conform to the religious practices of classmates, then a fundamental principle of freedom is being undermined. Freedom does not only mean the ability to believe. It also includes the right not to believe, not to practise and not to be coerced.
Religious practice must not turn into pressure
It is important to stress that the issue is not Ramadan itself, nor religious practice as such. Everyone has the right to fast, pray and live according to their faith. The problem arises when a personal choice turns into collective pressure.
If pupils admonish others to fast, react angrily to someone eating or drinking during class, or form groups to ‘keep an eye’ on others, a clear boundary has been crossed.
That boundary must be clearly defined and consistently upheld.
Even representatives of the Islamic religious community in Austria have stated that any form of pressure is unacceptable. It is therefore all the more difficult to understand why such behaviour is, in practice, tolerated or downplayed.
European schools are losing authority
More troubling than the incidents themselves is the way in which society responds. Instead of taking a firm stance, institutions often show hesitation and a reluctance to ‘provoke conflict’. As a result, rules are no longer applied consistently.
A school cannot function without authority. It cannot become a place where individual groups impose their own norms. It must remain a space governed by uniform rules that are clear, understandable and enforceable.
If teachers are reluctant to intervene, if problems are minimised or ignored for fear of being accused of intolerance, the school risks becoming a space without a stable framework. In such an environment, the most assertive or organised groups will prevail.
Behind these developments lies a deeper problem: Europe no longer appears confident in its own values. Rather than defending them, it retreats.
Such retreat is not an act of generosity but of weakness. A society that cannot clearly distinguish between right and wrong, or is unwilling to set boundaries, gradually relinquishes control over its own public space.
European civilisation rests on concrete foundations, including a Christian understanding of the individual and a strong emphasis on personal freedom. These principles are the result of centuries of development and experience.
If they are relativised, the consequence is not merely a weakening of tradition, but of the very framework that enables free coexistence.
Christian roots as the foundation of public life
Referring to Europe’s Christian roots is not an exercise in nostalgia. It is a recognition of the historical foundations on which institutions and values have developed.
Public life in Europe has been shaped by a culture that emphasises freedom of conscience, personal responsibility and respect for the law. This framework allows people of different faiths to live alongside one another.
Paradoxically, weakening that framework threatens not only the majority, but also the religious freedom of minorities. Without a stable order, rights cannot be reliably protected.
In that sense, preserving Europe’s Christian heritage also means preserving the conditions for pluralism.
Integration as an obligation, not an option
One of the central misconceptions in contemporary politics is the idea that integration is a voluntary process without clear expectations. It is not. Integration entails accepting the basic rules of society.
This includes recognising that public institutions operate according to established principles. No one has the right to dictate the behaviour of others on the basis of religious norms. The freedom of one ends where the freedom of another begins.
If that principle is no longer upheld, tensions will inevitably deepen and may ultimately lead to social division.
Schools must remain fixed points – places where children learn not only academic knowledge but also the rules of coexistence. They are not arenas for unregulated social experimentation.
If prayer mats are laid out during lessons without regard for teaching, if pupils monitor and admonish one another, it is clear that rules are no longer being enforced. Where rules cease to apply, freedom cannot flourish. Disorder takes its place. It is the responsibility of schools to prevent such disorder, not to justify it.
Europe must find its courage again
The developments observed in schools reflect a wider issue. Europe must decide whether it is willing to defend its values or continue along a path of gradual retreat.
This is not only a political question, but one that affects everyday life – in schools, workplaces and public spaces.
Ignoring such problems will not make them disappear. On the contrary, they are likely to intensify.
Tolerance has limits. Without them, it risks turning into weakness – and weakness does not sustain a just society.
Europe’s schools must remain places governed by rules that protect everyone equally. No one should have the right to impose their beliefs on others. Freedom must be understood as responsibility, not as a means of coercion.
If Europe fails to uphold these boundaries, the consequences will go far beyond the classroom. Without a sense of identity, self-respect and the willingness to defend them, freedom risks becoming an empty concept.
