A new Connecticut law directing the development of optional Islamic and Arabic studies resources for public schools has sparked backlash from MAGA activists and right-wing commentators, who have accused Democrats of promoting "Islamisation" in schools, while advocates insist the measure is intended to improve historical understanding and combat prejudice.
The legislation, which came into force earlier this month as part of a wider education bill, requires the Connecticut State Department of Education to develop optional curriculum resources on Islamic and Arab studies for local school districts.
Schools will not be required to adopt the materials.
But on X, right-wing users described the law as "teaching Islam" in schools, while others claimed it was part of an effort to "Islamise" public education. Some posts warned, without any evidence, that the legislation would eventually lead to pressure on girls to wear the hijab or burqa, while others urged US Education Secretary Linda McMahon to intervene.
Similar arguments were advanced by conservative outlet Connecticut Centinal , which accused Democrats of "rolling out the red carpet for Islam" while "kicking Christianity out of schools".
The publication argued the legislation reflected "selective secularism", claiming Christianity had been excluded from public education while Islam was being afforded special treatment.
It also questioned whether anti-Muslim incidents in Connecticut justified the new curriculum and criticised plans for CAIR-Connecticut to help advise on the educational resources.
Farhan Memon, executive director of the Connecticut chapter of the Council on American-Islamic Relations (CAIR-CT) , rejected those claims, describing the legislation as "a landmark piece of legislation for Connecticut".
"It recognises that an accurate education about Islam, Arabs, and Muslim civilizations is an important part of a well-rounded education," Memon told The New Arab .
"Just as importantly, it acknowledges that education is one of the most effective long-term tools for combating prejudice, misinformation, and anti-Muslim bias."
Memon said the legislation was designed to address gaps in students' understanding of Islamic and Arab history rather than promote any religion.
"Students cannot fully understand world history without understanding the contributions of Islamic and Arab civilizations," he said.
"From mathematics, medicine, and astronomy to philosophy, architecture, and literature, these contributions helped shape the modern world. The goal is not to promote a religion—it is to provide students with historically accurate, balanced educational resources that fill an existing gap in many classrooms."
Responding directly to critics who characterised the measure as "Islamisation" or ideological indoctrination, Memon said the accusations fundamentally misrepresented the legislation.
"It does not mandate instruction, nor does it promote any religion. It simply directs the State Department of Education to develop optional educational resources for local school districts," he said.
"Teaching students about a civilization or a faith tradition is not the same as teaching them to adopt it. We already teach about Christianity, Judaism, Buddhism, Hinduism, and other world religions as part of history and social studies. Islam should be treated no differently."
The legislation also contains provisions aimed at combating antisemitism in schools, something Memon said demonstrated that it was intended to protect all communities rather than favour one.
"We strongly support efforts to combat antisemitism, just as we support efforts to combat anti-Muslim and anti-Arab prejudice," he said.
"This legislation recognises that every student deserves to learn in an environment free from hate and discrimination. Promoting understanding of different communities benefits everyone—it is not a zero-sum exercise."
Memon also linked the reaction to what he described as a broader increase in anti-Muslim sentiment in the United States since the start of Israel's war on Gaza.
"Unfortunately, we've seen a significant increase in anti-Muslim and anti-Arab rhetoric, harassment, and discrimination since the war in Gaza began," he said.
"We've also seen attempts to politicise even basic educational initiatives about Muslims and Arabs. That is precisely why factual, age-appropriate education matters. Ignorance creates fertile ground for fear and prejudice; education helps replace stereotypes with understanding."