Confronting Antisemitism In Our Schools: An Action Plan for Independent School Administrators

Organize educational programs for students and families about Jewish identity and antisemitism. Given that many Americans only have a passing familiarity with Jewish history, culture, and identity, and that antisemitism is also not always fully understood, education about the Jewish people as well as antisemitism are both crucial to fostering an environment with zero tolerance for anti-Jewish hate. Such programming also reassures Jewish families that the school sees and prioritizes their safety and well-being. AJC experts, who have decades of experience in educational settings, can help you customize age-appropriate educational programs for lower, middle, and upper divisions that suit your school’s unique culture. We also provide guidance for schools to ensure that they have the information they need to mount such programs sensitively and effectively. 

Implement mandatory educational programs about Jewish identity and antisemitism for school administrators, grade deans, and staff responsible for ensuring a culture of belonging. Antisemitism shares commonalities with other forms of hate but also exhibits distinct manifestations, especially when there are gaps in the understanding of Jewish identity and lived experiences. An understanding of both Jews as well as antisemitism (what it is, how to identify it, and how to combat it) is vital in order for education professionals to be able to effectively address these issues in their classrooms. Our experts, all of whom have extensive classroom teaching experience, can provide this programming for you.

Incorporate Jewish belonging into your school’s culture. As schools create cultures of belonging, it is crucial that Jews are equally included with other minority groups, and that Jewish identity and antisemitism are taught in a responsible manner. Ensure that your school’s student-focused inclusion programming includes the richness of Jewish life, culture, and experiences. Humanizing the Jewish people is a powerful and effective way to proactively foster a welcoming community that is fully accepting of students’ Jewish identities and resistant to bias and antisemitism. Additionally, when learning about various forms of hate directed at different groups, be sure to include anti-Jewish hatred. When antisemitism is not addressed as a contemporary form of hate in today’s world, and when Jewish identity is flattened by equating Jewishness with whiteness and privilege, Jews can easily become scapegoats for various social ills. Inclusion programming should address antisemitism’s distinctive features, such as its connection to conspiracy myths and its tendency to escalate at moments of fear or transition in society (such as pandemics, elections, economic downturns, and global conflict involving Israel). 

Establish and publicize clear protocols for responding to antisemitic incidents promptly and effectively. At the start of every school year, schools should clearly outline and circulate protocols for responding to antisemitic incidents, including reporting structures and response measures by the school once an incident is reported. Protocols must include:

• What constitutes an incident of bias. Consider referencing the International Holocaust Remembrance Alliance (IHRA) Working Definition of Antisemitism, which provides a clear and widely accepted framework for identifying antisemitism and contemporary examples of anti-Zionist forms of antisemitism.
• How incidents of bias should be reported, including mechanisms and chain of command in the reporting process. Jews often hesitate to report antisemitic incidents, as they fear nothing will be done in response to their report, and/or they may believe that their experiences are not “bad enough,” or will be taken less seriously, compared to forms of oppression faced by other groups. This hesitation can be even stronger in school settings where children may fear retribution from faculty or bullying from fellow students. Schools must have a clearly outlined mechanism for reporting antisemitic incidents. One option is designating a trusted educator, administrator, or advisor as a point person or resource for students if they experience antisemitism in the school setting. Take care to ensure that the responsible adult is someone to whom students will feel comfortable speaking about antisemitism. Another option is an online portal through which members of the school community can report discrimination, harassment, or hate speech violations.
• How incidents of bias will be addressed. Schools have different methods of addressing incidents of bias and hate in the school community. Some use restorative practices, others use consequences, and still others use some combination thereof. All of these methods are appropriate provided that protocols are transparent and consistent across all types of bias.
• How transparent communication with the school community will take place when incidents of bias occur. Normalization occurs when antisemitism is ignored, downplayed, or diluted, or when authority figures fail to specifically name and condemn antisemitism. Because information and misinformation travels quickly in school communities, administrators should be proactively prepared with a plan for communicating with the school community after an antisemitic bias incident. Such communications should explicitly and unequivocally condemn acts of antisemitism, while maintaining necessary confidentiality. They should transmit school values and next steps, including plans to address the issue through educational programming for all students, and attention to mental health resources for affected students. 

Ensure physical security. Verify that your school’s security policies and procedures incorporate understanding and deterrence of antisemitic incidents, which often spike around elections, Jewish holidays, and when the conflict in the Middle East intensifies. The October 7, 2023, Hamas attack on Israel and its aftermath have led to a steep increase of threats and acts of violence toward Jews around the world, including in educational settings. Particularly if your school has a large population of Jewish students, in addition to local law enforcement, we encourage you to reach out to local Jewish community security organizations to obtain current security briefings and best practices.  

Prioritize support and mental health concerns. Schools should be aware that in addition to Jewish students, educators and staff who are Jewish may also experience heightened emotional stress or even become direct targets of antisemitism, particularly during periods of global conflict involving Israel. Schools should proactively ensure that Jewish students and staff feel safe, heard, and valued within the school community.

Define antisemitism for your community. An adopted definition not only creates a shared understanding, but also serves as an important reference and educational tool when assessing incidents and supporting Jewish and Zionist students. The International Holocaust Remembrance Alliance (IHRA) Working Definition of Antisemitism provides a clear and widely accepted framework for identifying antisemitism and its many manifestations, including contemporary examples of anti-Zionist forms of antisemitism. The IHRA definition makes clear that criticism of Israeli policy is not antisemitic. 

Provide professional development for faculty on teaching and discussing the Israeli-Palestinian conflict. Such workshops should emphasize best educational practices, including classrooms rooted in viewpoint diversity, fact-based inquiry, and the use of primary sources, which promote balanced, open, and respectful dialogue so that students can become knowledgeable global citizens. Our team of experts would be happy to deliver a workshop to provide educators with the foundational knowledge necessary to hold a classroom conversation and/or teach the conflict with empathy and attention to the multiple narratives held by those impacted by it. We can also refer you to trusted curriculum providers.

Review and publicize codes of conduct for both faculty/staff and students. Codes of conduct are more than merely rules regarding the bounds of acceptable behavior. They are opportunities for schools to articulate school values and build communities of empathy and belonging. Codes of conduct must articulate clear policies with respect to the expression of personal views on controversial issues (such as culture wars, politics, or international affairs) inside school, with other members of the school community, and online. This can be done in ways that balance the free speech rights of students and faculty with the need to ensure all students feel safe and included in their educational environment. Codes of conduct policies should address the following:

• Dress code and symbols: what types of political or other potentially controversial symbols can faculty and/or students wear or display in school.
• Social media use by faculty/staff and students: While social media is not technically “in school,” its use and misuse deeply affects school culture. Codes of conduct should clearly outline what the school considers improper use of social media for faculty/staff and for students. It is important to note that cultural symbols, slogans, and imagery used within Israeli-Palestinian discourse can be co-opted in ways that promote antisemitic rhetoric. While many of these elements carry historical and cultural significance, some have been weaponized to demonize Jews, deny Jewish peoplehood, and delegitimize Israel. AJC educators are available to talk these through with you.
  • Rules regarding social media use should be accompanied with in-school conversations about the appropriate and healthy use of social media, including understanding how algorithms promote hate, how to report hate or bias online, and how to assess what’s true or not.
• Protests and walkouts: Establish and enforce rules regarding protests and walkouts. While schools may choose to allow for elements of protest culture on school grounds, protests and walkouts disrupt learning (at best) and can exacerbate tensions within the school community and between groups of students. Clear guidelines help maintain positive learning environments for all students.

Check the calendar. Pay attention to Jewish holidays when planning ahead for major school programs, tests, sporting events, field trips, or parent engagement programs to prevent scheduling conflicts and ensure that Jewish students and staff can fully participate in school life without having to choose between their religious observance and school commitments. Inclusion for Jewish students and faculty includes measures that accommodate those who cannot attend school on Jewish holidays due to religious observance, and efforts that raise awareness about Jewish practices, holidays, and dietary restrictions. Scheduling with Jewish holidays in mind requires a school’s active attention, so AJC has created this short Guide to Jewish Religion, Culture, and Holiday Observances, which includes a 5-year calendar to help administrators and educators avoid scheduling conflicts and become better acquainted with key Jewish cultural practices. 

Support student and parent Jewish affinity groups. Convene Jewish students and parents, and their affinity groups, to provide a platform for open dialogue and mutual support. Reach out to Jewish affinity groups to check in on their well-being. Attend and encourage other administrators to participate in programming organized by Jewish affinity groups. Meet with Jewish student leaders on a regular basis. If a Jewish Student Association (JSA) currently does not exist in your school, support Jewish students in their efforts to launch and sustain a JSA. These gestures signal to the entire school community that Jews are welcome and seen, and that your school is working to better understand the needs and concerns of the Jewish community. Consider suggesting and creating opportunities for Jewish groups to collaborate with other groups to foster empathy and dialogue.

Host an interfaith or intergroup panel. Create forums for students to engage in ways that cultivate empathy and build bridges that support living together in the community. These discussions can ensure that Jewish identity is not treated solely as religious, but also cultural, ethnic, and national. Modeling dialogue across differences is key to helping prepare students to engage in difficult conversations. By observing or participating in civil discourse among individuals with differing views or backgrounds, students gain the listening and communication skills necessary to approach and navigate sensitive topics with nuance and respect. AJC is happy to consult with your school to ensure such conversations are planned thoughtfully and facilitated skillfully.

Celebrate Jewish American Heritage Month (JAHM). Create schoolwide and divisional programs that acknowledge and celebrate Jewish American Heritage Month (JAHM) each May to promote awareness and appreciation of Jewish contributions to American society.

Participate in AJC’s unique educational opportunities, including Project Interchange, an institute of AJC that has sent over 6,200 influential societal leaders, including heads of independent schools, on customized educational seminars to Israel to learn about the country firsthand. Since the first trip in 1982, participants have gained direct, in-depth insights into Israel’s diversity, democracy, challenges, complexity, and accomplishments. Project Interchange delegations are by invitation only, but heads of school interested in participating are welcome to email [email protected] to learn more.

Conduct a curriculum audit. Think about where Jews show up in your curriculum. Conduct a comprehensive audit of the school curriculum, from kindergarten through 12th grade, to determine where education about Jews and antisemitism currently exists and identify opportunities for improvement and expansion. Windows into Jewish lived experiences and the contributions Jews have made to our world humanizes Jews and helps foster mutual respect. See our Guidance for K-12 Schools to Ensure the Jewish Experience is Included Across the Curriculum, and consider the following recommendations:

• Incorporate Jewish history, literature and culture throughout the curriculum to provide a deeper understanding of the Jewish people’s experiences and challenges over time, including attention to Jewish contributions to society, culture, and science.
• Revisit Holocaust education, which must include learning about the long history of antisemitism, including its distinctive features, historical manifestations, and contemporary expressions. By studying the history of antisemitism, including - but not only - the Holocaust, students can gain valuable insights into the history of discrimination and oppression, lessons about resilience, and the broader struggle for social justice.
  • Holocaust education should impart key understandings: that a millennium-old Jewish civilization with unique cultural practices and a robust history was destroyed; that Jews resisted Nazi oppression through physical, cultural, and spiritual resistance; and that Nazi hatred was based on conspiratorial thinking that allowed for the dehumanization and demonization of Jews and other marginalized populations. 

Add a unit in the upper school history curriculum on the Israel-Palestinian conflict. Consider introducing a mandatory unit on the Israel-Palestinian conflict that presents multiple narratives and nuanced perspectives about the history and present-day situation. Such a unit would help students examine complex issues with integrity, interpret source material responsibly, and prepare them academically to be informed and empathetic global citizens on their future college campus and as adults. Our team of experts would be happy to work with you to help you design a curriculum and to recommend curricular providers who can offer specific training for educators. 

Provide opportunities for faculty to obtain education and professional development so that they feel confident in their ability to teach accurately about Jews, Judaism, Jewish history, antisemitism, Israel, Zionism, and the Holocaust. Please reach out to us for recommendations on curricular providers.

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