CSW (Christian Solidarity Worldwide) is a human rights organisation specialising in the right to freedom of religion or belief (FoRB). This submission seeks to bring this Council’s attention to FoRB violations in educational settings and how such violations affect student safety and access to quality education without discrimination. 

The right to a quality educational and learning environment is a fundamental aspect of international human rights law, outlined in Article 16 of the Universal Declaration of Human Rights (UDHR), Article 19 of the Convention on the Rights of the Child (CRC) and Article 13 of the International Covenant on Economic, Social and Cultural Rights (ICESR).  

In several countries across the globe, inequalities in education are a direct result of discrimination based on religion or belief. Biased education, including intolerance from teachers and discrimination in school textbooks, creates a toxic environment, leaving students from minority religious communities isolated and reviled. The right to an education without discrimination is guaranteed under Article 26 of the UDHR and Article 28 and 19 of the CRC. Nigeria and Pakistan are two countries in which CSW has documented safety concerns in educational settings due to violations on the basis of religion or belief.  

Nigeria  

In Nigeria, the majority of FoRB violations in educational settings occur in Shari’a states, despite constitutional and international provisions for equal access to education. The adoption of Shari’a penal codes by 12 states from 2001 onwards effectively render Islam the state religion in these states, in violation of the constitution. Non-Muslim communities in Shari’a states experience systemic and systematic marginalisation, discrimination and socioeconomic privations.  

Reports of violations in educational settings include the denial of access to key courses such as law and medicine, non-release of final results, being compelled to study a religion different from their own, the deliberate non-recruitment of Christian Religious Knowledge (CRK) teachers in public schools, and the denial of admission to universities or scholarships.

In several Shari’a states, parents have alleged their children were obliged to change their names to Muslim-sounding names, and in some instances, adopt Muslim practices, including worship, in order to receive state education, but risked expulsion if discovered.  

In Kano State non-Muslim schoolgirls have worn the hijab in state schools since it became mandatory in 2003 with a similar directive for Muslim students in private schools, regardless of dress codes. Some have reported being prohibited from praying together or discussing their faith. In addition, free primary education is often difficult to access.  

Both public and private schools in Kano, Katsina, Bauchi and Kebbi states were compelled to close from late February to early April 2025 to observe Ramadan, impacting students ahead of the critical Unified Tertiary Matriculation Examination (UTME, also known as JAMB), which began in late April. 

In addition, while public universities have facilities for Muslim worship, there are no places of worship in most universities and tertiary institutions in northern Nigeria for Christian worship.  

Moreover, the education of Christian schoolgirls is frequently cut short by abduction, forcible conversion and underage marriage without parental consent. Parents are generally informed their daughters converted and married willingly, or are in the custody of Muslim traditional rulers or Shari’a Commissions and have no desire to return. Appeals to law enforcement agencies for assistance generally prove fruitless amid false claims by abductors that the girls are not minors, and fear on the part of the police of provoking unrest. 

Displacement following attacks by terrorist factions in the north and militia of Fulani ethnicity in central states has disrupted the education of thousands of children. The targeting of educational settings by such entities restricts education both directly, by destroying educational institutions, and indirectly, through generating fear and insecurity.  

On 19 February 2018, Leah Sharibu was the sole Christian among 110 girls abducted from the Government Girls Science and Technological College in Dapchi, Yobe State, by Islamic State West Africa Province (ISWAP) terrorists. Subsequent government negotiations saw all of her surviving classmates returned to their families in March 2018. However, she was denied her freedom for refusing to convert as a pre-condition for release.  

Successive administrations have failed to deliver on official promises to secure Ms Sharibu’s release. She was declared a slave for life, has endured three forced marriages, and given birth to three children. In May 2025 she observed her 22nd birthday in captivity.  

14 April 2025 marked the 11th anniversary of the abduction by Boko Haram terrorists of 276 predominantly Christian girls from the Government Girls Secondary School in Chibok, southern Borno State, where the population is around 35% Christian. 217 of the abductees were members of the Church of the Brethren in Nigeria. Several were released in prisoner exchanges – allegedly following significant payments, while others have escaped, initially in the wake of the government’s announcement of an amnesty for repentant terrorists in 2015. 82 remain missing. 

 Around 3000 students have been abducted from schools since 2014. During a surge of abductions for ransom in particular, Christian schools were specifically targeted, with excessive ransom demands causing financial hardship for churches and families. 

Pakistan  

In Pakistan the education system has been the subject of considerable criticism for fostering intolerance and discrimination towards religious minorities. Muslim majoritarianism has created an environment in which non-Muslims are considered second-class citizens with lesser rights and privileges. Sikhs, Hindus, Christians, Ahmadi and other religious minorities report suffering severe FoRB violations in educational settings. 

Though the number of schools is insufficient, where schools exist, they are open to children of all faiths, sects, denominations and ethnicities. Primary and secondary education is provided by public and private schools as well as madrassas or Islamic religious schools. There have been legitimate concerns regarding the role of madrassas in the promotion of extremism. However, they are not the only educational institutions that foster intolerance and a distorted world view. Textbooks in government-run schools also promote misconceptions, hatred and inculcate militancy, often to a greater extent than madrassas. The curricula and textbooks used in government schools and madrassas are replete with biases against religious minorities, focusing on Pakistan’s fundamental Islamic identity and the need for unity within the Muslim community, to the exclusion of religious minorities. The contribution of religious minorities to the development of Pakistan is conspicuous by its absence and reinforces Pakistani nationalism. 

Teachers often lack the teaching and scholastic tactics necessary to engage with students and create harmony among them. The new National Curriculum of Pakistan (NCP) implemented in 2025 requires students to undergo greater Islamic religious teaching in compulsory subjects, in violation of Article 22(1) of the Pakistani Constitution.  

Muslim students who memorise the Qur’an get 20 extra marks towards admission applications for higher education, employment and professional studies.  

In interviews with CSW, some students from religious minorities reported receiving lower marks than classmates; others were told if they converted to Islam they would get better grades and more support from teachers. 

Religious minority students also risk physical and psychological abuse from teachers and classmates; minority students are routinely subjected to severe physical and psychological ill-treatment including being segregated, bullied, teased and beaten on multiple occasions by both teachers and other students. A 10-year old Ahmadi student and his sister told CSW that their teacher would beat them across their hands until their hands were swollen.