Across the UK, concerns are growing about the limited availability of Hinduism as a GCSE subject. Only a small number of schools now offer it as a dedicated option, which means many students miss the chance to study their own faith in depth within mainstream education.
There is a need to better support students who wish to study their religion in detail, especially at GCSE level, as opportunities to study Hinduism in schools have become increasingly limited.
To address this, Chinmaya Academy, the education wing of Chinmaya Mission UK has launched a local GCSE Hinduism programme across centres including Gloucester, Hendon and Sutton, with expansion to more locations being planned. It offers a focused GCSE Religious Studies course on Hinduism and Sikhism in their Sunday-school model, with the option of completing it by Year 10 for early exam preparation. The programme combines academic learning with interactive workshops and talks from practising Hindus and Sikhs, helping students connect ancient teachings with modern life.
Chinmaya Mission is also marking 75 years since its founding in 1951. Today it is a global organisation led by His Holiness Swami Swaroopananda, with over 300 centres worldwide dedicated to spiritual, educational, and charitable work.
Sandeep Patel from Chinmaya Mission UK said: “Students who live in Hindu households have some understanding of this vast culture – the most ancient tradition in the world today. But when they only see Christianity and Islam taught in school, it can leave them wondering where their own tradition fits in."
On curriculum balance and policy, he said: “Our understanding of the government policy on Religious Education is that they want students to understand the worldview of the diversity of different faith traditions. But if Hinduism is not properly represented in their school, then it feels that this will be difficult to achieve.”
Sandeep stated that supplementary educational programmes like theirs are seen as a long-term solution rather than a temporary fix, adding that feedback from students shows real impact on their confidence and understanding. Students, he said, “have got the confidence to go out and explain their religion and engage in discussions,” as the programme helps them develop the language to discuss their faith and understand its cultural and spiritual meanings, rather than just following traditions without explanation.
He also noted that the syllabus encourages students to apply ancient teachings to modern issues such as war, euthanasia and animal testing, helping them form and express their own views. In addition, sitting the GCSE early helps build “essay writing skills and exam technique under time pressure”.
On the wider role of such programmes, he said they complement mainstream schooling: “no one solution can provide for all of the learning that is necessary in society.” He added that while school provision is limited, supplementary learning offers experiences like temple visits, talks from Hindu and Sikh speakers, and practical rituals such as pujas, which support a more “holistic understanding beyond just the syllabus.”
He also pointed out challenges in access, saying some families are either unaware of their legal right to opt out of the limited school provision or face resistance from schools when trying to do so, meaning they are sometimes unable to take up these opportunities.
Despite these challenges, results from the programme have been striking. Students from the most recent cohort achieved some of the highest grades available, with one student sitting the exam two full years before her normal school GCSEs.
For more information or to enrol in the next cohort, visit www.chinmayaacademy.org/gcse
