Hatice Amacud, a special education teacher in Assenede, East Flanders, Belgium, has been dismissed after refusing to comply with a ban on visible religious symbols for public employees. The case has reignited debate over religious freedom, workplace discrimination and the principle of neutrality in public education, particularly regarding Muslim women who wear the hijab.

Amacud began teaching children with special educational needs in 2022 and secured permanent employment in 2024. Following a change to provincial staff regulations in June 2024, restrictions on visible religious symbols came into effect in September. Disciplinary proceedings were subsequently initiated against her after she continued wearing her headscarf, eventually resulting in her dismissal in September, according to the account provided.

Amacud said her work with students had not generated complaints and maintained that wearing a headscarf did not prevent her from fulfilling her professional responsibilities. She rejected an offer to transfer to teaching Islamic religious education, explaining that she wanted to teach children regardless of their religious background. She also argued that the alternative position required different qualifications and did not reflect her role as a special education teacher.

The dispute raises broader questions about how European public institutions interpret secularism and religious neutrality. Supporters of restrictions on visible religious symbols generally argue that public employees should appear religiously neutral while performing official duties. Critics contend that such policies can disproportionately affect Muslim women who wear the hijab, forcing them to choose between religious convictions and employment in public services.

The case has reportedly been referred to judicial and human rights bodies, although the outcome of any proceedings remains unclear from the available information. The dispute could contribute to continuing legal and public debates over religious expression, equal employment opportunities and the boundaries of state neutrality in Belgium’s education system.