The Role of the Hidden Curriculum in Fostering Tolerance: A Case Study of Public High Schools in Mataram City

Background/purpose. In multicultural societies, fostering social cohesion through education is essential to mitigating intolerance and conflict. While formal tolerance education is common, its effectiveness in shaping inclusive attitudes remains limited. This study investigates the role of the hidden curriculum—non-academic activities, school culture, and informal interactions—in reinforcing tolerance among students in public high schools in Mataram City, Indonesia. Materials/Methods. A descriptive qualitative approach with a case study design was employed. Data were collected from 11 public high schools through purposive and snowball sampling involving school administrators, teachers, and students from diverse religious backgrounds. Techniques included semi-structured interviews, participant observation, and document analysis. Thematic analysis was used to identify patterns of tolerance education embedded in school life. Results. Findings revealed that tolerance is embedded in religious celebrations, cultural events, and student-led initiatives such as interfaith fasting, cultural festivals, and collaborative social support activities. These practices foster mutual respect and promote inclusive behaviors. The hidden curriculum significantly shapes students’ perspectives on diversity, with schools demonstrating high levels of social cohesion and absence of reported intergroup conflicts. Conclusion. The study underscores the importance of integrating hidden curriculum strategies into educational frameworks to cultivate inclusive school environments. It provides empirical insights into how informal school practices complement formal instruction in promoting tolerance. These findings have implications for multicultural education policy and call for further research on the long-term impact of hidden curriculum-based tolerance education.