“Only through understanding and critical dialogue can we ensure that schools remain places where respect, knowledge, and freedom are central,” writes school director Bruno De Lille Battaille in response to the publication of a controversial book about the influence of radical Islam in Francophone education.
“Is it just as bad where you are?” The promotional campaign for Allah n’a rien à faire dans ma classe by journalists Laurence D’Hondt and Jean-Pierre Martin has stirred significant debate. Their investigation into the impact of radical Islam in French-speaking schools reveals striking stories of students rejecting lessons, teachers facing verbal abuse or threats, and even hysteria over “haram” lunchboxes.
It’s no surprise that such accounts provoke alarm.
Panic
But should we panic? Are these issues widespread, do they affect Dutch-speaking schools as well, and how can we address them without resorting to knee-jerk reactions?
Bruno De Lille Battaille, a former Brussels State Secretary for Equal Opportunities and current general director of a Brussels school group, emphasizes the importance of tackling these challenges with nuance, dialogue, and cooperation—particularly with the Muslim community—to prevent polarization and foster respect in schools.
I have also heard such stories from our teachers and school administrators. A student protests loudly when the art or history teacher shows an image of Michelangelo’s nude David. Parents try to keep their children at home on the day of the sex education lesson. Or girls are not allowed to participate in the multi-day school trip. And we all remember the homophobic behavior of students during a diversity event at a school in Genk.
None of this should be accepted or normalized.
It is, therefore, a good thing that the authors warn about the dangers of political Islam and the ways it seeks to infiltrate every part of our society. However, we must ensure we don’t overreact. I want to caution against knee-jerk reactions or oversimplification, as these only hinder effective solutions.
The risk is considerable — and this is not the fault of the two journalists — that many people focus solely on the book’s title and the interviews, concluding that normal education in our schools becomes impossible the moment there are a few Muslim children in the classroom.
That’s why I want to first make it clear that, although everyone knows someone with stories like these, quality education is still very much being delivered in our schools. Moreover, just because some students attempt to disrupt the classroom does not mean that teachers and schools give in to them. And don’t paint every (Muslim) youth with the same brush: in fact, some of the strongest pushback often comes from within that very group. Avoid generalizations, as they only play into the hands of extremists, fostering an “us versus them” narrative when, in reality, the situation is far more nuanced.
Find the Root Cause
Do not attribute everything to Islam: when girls are not allowed to join school trips, it is often more about cultural perspectives on gender roles or a lack of trust in the school. In fact, even non-Muslim parents often raise concerns when their daughter is (at least in their perception) stepping out of direct parental control for the first time. If you want to address this, attributing it all to religion won’t work. The solution requires understanding the underlying concerns and clear communication about the how and why.
A school can prevent many unnecessary tensions by setting clear rules and expectations from the start. A school that explicitly states at enrollment that participation in school trips is part of its educational program — and therefore mandatory — gives parents the choice to agree or seek a different school. This type of proactive communication helps avoid conflicts later and ensures schools can uphold their educational values.
Understand Why
Don’t lose sight of why some young people are drawn to ideologies like Salafism. They are often acutely aware that this is precisely the ideology that triggers the most resistance — not only among non-Muslims but also among many Muslims themselves. Teenagers, however, are searching for identity, and when they feel out of place at school, in society, or even within themselves, provocation and rebellion often become their chosen path. It’s a (destructive) way of asserting their existence and demonstrating that they will make their own choices, even when parents, teachers, or friends disagree with them. Attack their ideas, and they will feel emboldened. Only by addressing the reasons behind their discontent can you hope to achieve change.
Working Together with Muslims
When seeking solutions, it’s likely that these will come primarily from Muslims themselves within our schools and communities. The viewpoints of some of these youths often don’t originate from the local mosque — which they may not even frequent — but rather from TikTok influencers who create their own version of Islam. It’s similar to the macho rhetoric of Andrew Tate, which also exerts a toxic influence. For non-Muslims, it’s particularly challenging to discern what is true and what isn’t.
I heard a story about a group of students at a school in Brussels who claimed it was forbidden to take their ADHD or other medication during Ramadan. The teachers doubted whether this was true but felt hesitant to challenge it. Then, a school counselor, who is also Muslim, explained to the students that this was incorrect (even threatening to inform their parents). In my view, this approach worked because it came from someone who understood both the culture and the school’s rules.
Focus on Knowledge and Understanding, Not Persuasion
During a lesson I taught on freedom of speech and freedom of religion as part of my training, some students argued that insulting the Prophet Muhammad should be punishable by law. I found the answer in a text by Khalid Benhaddou, who explained that, as a minority, Muslims are greatly protected by these freedoms. Moreover, if they sought to limit those freedoms, they themselves would likely be the first victims. The students didn’t know Khalid Benhaddou, but because he presents himself as a religious man (he is an imam) who understands their inner struggles, they were receptive to his reasoning.
This pragmatic approach often proves effective. You don’t have to “believe” in the theory of evolution, but you must know it exists and understand it. Similarly, you don’t have to “believe” in the Pythagorean theorem, feel enthusiastic about certain English texts, or appreciate Michelangelo’s David. But you do need to know them, understand them, and explain why they are important. Nothing more, but also nothing less.
Of course, I realize that in the day-to-day classroom, it’s often not that simple, and emotions frequently come into play. When people—teachers and students alike—feel attacked in their core beliefs, things can indeed escalate. As a teacher, focus on fostering knowledge and understanding rather than trying to change beliefs, and you may find the class more willing to engage.
Empowering Teachers
Once again, we must not be naive: political Islam exists and has a view of coexistence that we do not share in our schools. Radicalization, whether religious or ideological, must never be underestimated. However, by reacting blindly against Islam or mistrusting every Muslim student, we risk causing the opposite effect and increasing polarization. The only ones who benefit from this are the radicals.
Therefore, we must choose nuance, seek the true causes behind extreme reactions, and address them, preferably in collaboration with the Muslim community. Only through understanding and critical dialogue can we ensure that schools remain places where respect, knowledge, and freedom are central.
Let’s empower teachers so they don’t feel isolated, think they have to reinvent the wheel, or start self-censoring. This can be achieved by creating a culture within schools where they can openly discuss problems and work together with the rest of the team to find solutions.
Additionally, promote critical thinking in every lesson so that students begin to ask (the right) questions themselves. Because “it’s so because the teacher says so” has not worked for a long time.
Bruno De Lille Battaille is a former Brussels Secretary of State for Equal Opportunities. He is the General Director of a Brussels school group.
>> Please note that this is a machine generated translation