Teaching Expertise

“No! I put it up because my students love it and ask for it every year!”

That’s what one teacher said, defending the choice to decorate the classroom for the holidays. 

But here’s the question: Do holiday decorations really belong in a classroom environment? 

Are they as harmless as they seem, or could they create unintended consequences for students who don’t share the same cultural or religious traditions?

Holiday Decorations Can Alienate Non-Christian Students

Holiday decorations often lean heavily toward Christmas, with trees, Santa, and stockings dominating the festive décor. But for students who don’t celebrate Christmas, this can feel isolating. While some schools try to incorporate symbols from other holidays, the reality is that Christmas still tends to take center stage. One teacher shared, “We’ve talked about Diwali, Hanukkah, and Kwanzaa. It’s about celebrating all the holidays,” but achieving true balance can be challenging when one holiday is so culturally dominant.

Decorations meant to bring joy can inadvertently make non-Christian students feel left out or unrepresented. It’s crucial to ask: If our classrooms are supposed to be inclusive spaces, are we doing enough to ensure that everyone feels welcome?

Decorations Can Lead to Cultural Insensitivity

Even when schools attempt to keep decorations neutral by using non-religious symbols, like snowmen or reindeer, the cultural ties to Christmas are often still there. As one teacher said, “We just have lots of snowmen and reindeer at our school. It works!” However, for students who don’t come from cultures that celebrate these holidays, these symbols may still feel unfamiliar or exclusionary.

While the intention might be to celebrate the season without specific religious connotations, it’s hard to ignore that the imagery is still linked to Western holiday traditions. Using these symbols may not create the inclusive environment schools aim for, especially when there are students from diverse cultural backgrounds.

Distractions from Learning and Classroom Focus

The holiday season is exciting, but it can also be distracting. Classrooms filled with lights, decorations, and holiday-themed activities can take the focus off what schools are really for—learning. While it’s natural for students to feel excited as winter break approaches, excessive decorations can contribute to a lack of focus.

Holiday décor, while fun, can also send the message that education takes a back seat during this time of year. For students already struggling to concentrate, the added excitement and distraction of a festive classroom might not be what they need.

Legal and Constitutional Concerns

Public schools, as government institutions, must abide by the principle of separation of church and state. This means that overtly religious symbols should not be present in classrooms. While holiday decorations like Christmas trees and Santa may seem secular, they still have strong religious and cultural connotations.

In fact, legal cases like Lynch v. Donnelly (1984) have shown that even secularized Christmas displays in public spaces can be seen as promoting Christianity. Schools must be cautious in balancing holiday celebrations to avoid any potential violations of the First Amendment. Decorations that emphasize one religious tradition over others can cross a line that many public schools should avoid​(US Constitution Online).

Creating a More Inclusive Classroom Without Decorations

So, if holiday decorations aren’t the answer, what can teachers do to create a festive but inclusive environment? The key lies in shifting the focus from décor to thoughtful, meaningful activities. One teacher reflected, “I gave wrapped books and a small trinket, and all the students loved it. It’s not about the decorations, it’s about the thought.”

Classroom activities like book exchanges, service projects, or lessons on global holiday traditions can be a wonderful way to engage students without relying on potentially divisive decorations. By focusing on inclusive, educational celebrations, teachers can ensure that every student feels valued and respected during the holiday season.

Not All Students Have Positive Holiday Associations

It’s also important to remember that not every student has positive associations with the holidays. For students from difficult home situations or those experiencing poverty, the holidays can be a painful reminder of what they don’t have. As one teacher shared, “This is the first time they’ve had a Christmas tree and decorations.” While this sentiment highlights how decorations can bring joy to some, for others, the emphasis on holiday cheer can deepen feelings of isolation or sadness.

Rather than centering holiday celebrations around decorations, teachers should consider creating a more neutral, supportive environment that fosters inclusion and understanding.

Teacher Autonomy in Holiday Celebrations

Many teachers feel that they should have the freedom to decide how to manage holiday celebrations in their classrooms. One teacher remarked, “You run your classroom as you see fit and I’ll do the same.” While teacher autonomy is important, it’s equally critical to ensure that decisions about holiday décor align with school policies and reflect the diversity of the classroom.

When given the freedom to tailor celebrations, teachers can better address the needs of their students, but they must be mindful of the broader implications that holiday decorations may have on inclusivity and focus.

Conclusion

Holiday decorations are meant to bring joy, but in the classroom, they can do more harm than good. They may alienate non-Christian students, distract from learning, and even raise legal concerns around the separation of church and state. By focusing on thoughtful, inclusive classroom activities, teachers can foster a welcoming environment where every student feels seen and respected.

Decorations may seem like harmless fun, but in a school setting, they can create unintended divides. The goal should be to build a classroom that embraces all students, not just those who share in specific holiday traditions.