All 27 recommendations to be implemented
An independent review has found that antisemitism is a significant and growing challenge for the education sector, with Jewish pupils, students and staff experiencing antisemitic abuse, harassment and discrimination in schools and colleges. The government commissioned Sir David Bell, a former Ofsted chief inspector, to undertake the review earlier this year and the findings have now been published.
As part of the review, more than 5,000 young people aged 16-19 were surveyed. One in five of all respondents (20 per cent) said they had experienced or witnessed antisemitism – 2 per cent experiencing it directly and 18 per cent witnessing it happen more generally. This compared to almost three in five (59 per cent) of respondents who identify as Jewish reporting that they had experienced antisemitism. Around half of all those who witnessed or experienced antisemitism said it was not reported, as they did not believe it was ‘serious enough or would be taken seriously’. Among approximately 10,000 teachers surveyed by Teacher Tapp, 26 per cent said they had dealt with an antisemitic incident before. Meanwhile in a survey specifically of secondary school teachers who teach about the Holocaust, 40 per cent reported encountering antisemitism among their students. According to respondents these were often ‘antisemitic tropes that were repeated by students, related to erroneous myths about physical appearance or references to money.’
The report makes 27 recommendations, all of which have been accepted by the Department for Education (DfE). These include that all schools should establish clear systems for reporting, recording and monitoring antisemitic incidents, and that the DfE should commission ‘a dedicated training package on antisemitism’ for school leaders. The DfE should also ‘establish a dedicated support service’ to help schools, colleges and local authorities deal with complex incidents related to antisemitism and other prejudice. Other recommendations include that all schools and colleges should be encouraged to adopt the International Holocaust Remembrance Alliance (IHRA) working definition of antisemitism, and mark Holocaust Memorial Day, which takes place on 27 January each year.
Education Secretary, Lucy Powell said: ‘Every child and every teacher should be able to go to school or college free from fear. Sir David Bell’s review shows we are a long way from that. Antisemitism is an ancient evil, and today it remains as pernicious as ever. We have a duty to teach this generation and the next what antisemitism is, why it’s wrong and what happens when it takes hold. That goes for every school and college, whether or not they have Jewish staff and students. It’s part of teaching our young people the British values of tolerance, acceptance and respect. Implementation is now my priority. I will make sure schools and colleges are better equipped to spot, challenge and prevent antisemitism wherever it happens.’
Responding to the review, Karen Newman, vice president of the Board of Deputies of British Jews, commented: ‘We welcome the recommendations of Sir David Bell to tackle antisemitism in schools and colleges and the commitment of the Secretary of State for Education to implement them. The struggle against extremism and antisemitism begins with education, so we must get this right in schools. This is not just about protecting Jewish pupils and staff, but protecting all our children from hateful and extremist ideas, and supporting schools to tackle them where they arise.’
Also commenting, Daniel Kebede, general secretary of the National Education Union said: ‘Antisemitism, like all other forms of racism, is on a steep rise and must be tackled across society and in schools. Recent years have been particularly difficult and frightening for Jewish teachers, pupils and the wider community, with a marked increase in antisemitic incidents following the horrific events of October 2023.’ However, he went on to take issue with the recommendation on adopting the IHRA definition of antisemitism, which he said ‘risked deepening the problem rather than tackling it’. He added: ‘The IHRA’s contested framing risks blurring the line between antisemitism and legitimate criticism of the Israeli government and the genocide in Gaza, leaving teachers with uncertainty when they need clarity.’