Aberdeen School Winter Cards Row Sparks Christmas Debate

A primary school in Aberdeen, Scotland, has come under public criticism after referring to its annual Christmas card-making activity as “winter cards” in a message to parents. The decision has sparked debate about Christian traditions, religious inclusion and how schools should recognise the different beliefs within their communities.

Kaimhill Primary School explained that the terminology was intended to respect the diverse cultures, beliefs and traditions represented among its pupils and families. In its communication to parents, the school said families remained free to call the cards Christmas cards if they preferred.

The message attracted attention after a screenshot circulated on social media, prompting accusations that the school was attempting to remove Christmas from its activities. However, the school has rejected that interpretation, explaining that the card-making activity itself has not changed.

Headteacher Susie Webster subsequently addressed the concerns in a further message to parents. She explained that pupils were offered a range of creative options because not every family in the school community celebrates Christmas. 

She also expressed disappointment over the reaction and confirmed that children could continue making Christmas cards as they had done in previous years.

The controversy escalated after a member of staff reportedly received an abusive and threatening telephone call. The incident has raised concerns about the treatment of teachers and school staff who become the focus of public criticism over decisions made in an educational setting.

Aberdeen City Council has also confirmed that Christmas remains an important part of the school’s seasonal programme. Planned activities include Christmas parties, festive crafts, films, a Christmas lunch, a fair, decorations and carol singing.

The development has reopened a wider conversation about the place of Christianity in British public life. For some critics, describing Christmas cards as winter cards risks weakening the recognition of a festival that holds deep religious and cultural significance. 

For the school, the terminology was an attempt to make its communication welcoming to families whose beliefs and traditions differ.

The discussion raises an important question for Christian communities, educators and parents: how can schools respect religious diversity without diminishing the significance of established Christian traditions?

Christmas is a central celebration in the Christian calendar, commemorating the birth of Jesus Christ. Recognising its religious meaning remains important to many Christians, while an inclusive school environment also requires respect for pupils whose families follow other faiths or do not observe religious festivals.

In Kaimhill’s case, the school’s clarification indicates that Christmas celebrations are continuing. The disagreement centres on the language used to describe one activity rather than a decision to cancel the school’s Christmas programme.

The incident serves as a reminder that conversations about faith and inclusion require clarity, proportion and mutual respect. Schools should be able to explain their decisions openly, parents should be able to raise genuine concerns, and disagreements should never become an excuse for threats or abuse against staff.

As the debate continues, the challenge is not simply whether schools should use the words “Christmas cards” or “winter cards”. It is how educational institutions can acknowledge Britain’s Christian heritage while treating children and families of different beliefs with fairness and respect.