This article appeared as "On the Rise" in the Spring 2024 edition of Independent School.

Last year, Zak Cohen received a phone call from a friend who had recently enrolled his child in a well-known independent school in a major U.S. city. After just a few months at the school, the friend recounted to Cohen that he was shaken to discover that his child’s high school English teacher had included “The Hidden Tyranny” (an antisemitic conspiracy hoax and Holocaust denial document) as a “counter-narrative” in a unit studying the Holocaust, the genocide of 6 million Jews. The friend approached the school’s administration, expecting swift rectification. Instead, he was met with what can only be described as obstinance. The friend asked Cohen if he had any advice on how he could convey his concerns to the school administration in a manner that would not only capture their attention but also prompt them to take decisive action.

This past May, a parent whose child had previously been enrolled in Francis Parker School’s middle school (where Cohen is the director) and was now a ninth grader at a local high school, had been at a graduation ceremony that took a disturbing turn. The valedictorian’s speech veered into troubling territory, casting aspersions on Israel, hinting at dual loyalties for American Jews, and even baselessly suggesting Jewish complicity in the spread of COVID-19. When the parent broached the subject with the school’s administration, he found that the depth of his distress was met with tepid promises to “ensure sensitivity in the future.”

Just six weeks ago, Cohen received another phone call. This time, it was from a parent whose child’s school had been plastered with images of Hitler. When she and other parents brought their concerns to school administrators, the school rationalized the act as “legitimate criticism against Israel.”

These aren’t isolated incidents; rather, they form a constellation of a rising and troubling trend. Cohen and Julie Marks, Francis Parker’s director of counseling, are concerned about the unsettling pattern related to the portrayal and understanding of Jewish history and identity, as well as antisemitic incidents that are occurring on and off school grounds. In 2022, reported incidents in K–12 schools surged by roughly 50%, according to the Anti-Defamation League (ADL). These data underscore the importance of not only addressing such incidents but of preempting them to ensure that educational spaces remain inclusive and safe for all.

Unfortunately, “inclusivity” is rarely a word that Jewish parents would use to describe their children’s experience at school. As one parent recently told Cohen, “It seems like everyone is focused on creating inclusive spaces for students, but sometimes it feels like issues of antisemitism get overlooked. Our kids’ feelings and fears should be recognized just like everyone else’s.”

What Is Antisemitism?

According to the ADL, antisemitism is “the belief or behavior hostile toward Jews just because they are Jewish. It may take the form of religious teachings that proclaim the inferiority of Jews, for instance, or political efforts to isolate, oppress, or otherwise injure them. It may also include prejudiced or stereotyped views about Jews.”

Antisemitism is a pernicious, multidimensional, and widely misunderstood form of prejudice. While it shares commonalities with racism and other forms of hate, such as the propagation of stereotypes and the incitement of discrimination and violence, it also has unique characteristics that distinguish it. Unlike other forms of hate that are often based on the color of a person’s skin or ethnic origin, antisemitism is deeply rooted in a long history of myths and misconceptions about Jewish culture, religion, and identity.

Examples of antisemitism range from subtle, insensitive remarks or stereotypes that go unchallenged to more overt acts of hostility and aggression. The International Holocaust Remembrance Alliance (IHRA) provides instances of this, including denying and distorting the Holocaust or accusing Jewish citizens of being more loyal to Israel than to their own nation.

In acts that are both covert and conspicuous, antisemitism can have a distressing impact on Jewish students, compromising their safety and sense of belonging in schools. Jewish students who are exposed to antisemitism, especially if it is unchecked by an adult, can develop increased anxiety, a heightened sense of alienation, a diminished ability to concentrate, and a reduced willingness to participate in academic and extracurricular activities.

Cohen witnessed this emotional turmoil firsthand following the October 7th Hamas-led terrorist attacks on Israel. The following Monday, on October 9, one of his students spent the entire school day in his office, unable to engage with her usual academic activities. In her words, “I can’t focus. I can’t think about anything. How can I be expected to learn math right now?”

On the Rise

In 2019, there were 2,107 antisemitic incidents reported in the United States, marking a 12% surge from the previous year and the highest number since the ADL began its tracking efforts in 1979.

Fast forward three years, and things have gotten exponentially more dire. In 2022, 3,697 antisemitic incidents were reported, a jump of 36% from the year before, and, for the fourth consecutive year, setting a new annual record for antisemitic incidents in the United States.

To put this number in context, consider this: For every 100,000 individuals, there were 5.4 hate crimes against the Black community, 6.3 against the Muslim community, and 13.8 against the Jewish community.

Moreover, the ADL found that almost half of Jewish high school students in the U.S. reported being the victims of harassment because of their religious beliefs, with 21% of Jewish students reporting that they avoid wearing or carrying items that could identify them as Jewish.

Following October 7th, there has been a 388% increase in antisemitic incidents across the United States. This escalation has profoundly affected Jewish students, particularly on college campuses, where 73% have reported experiencing antisemitism this school year, and fewer than 45% of Jewish students say that they now feel physically safe on campus.

This trend of rising antisemitism is not confined to colleges but is also evident in K–12 independent schools. If one were to join any of the hundreds of Jewish parent groups on social media, one would find post after post citing specific, serious, and acute incidents of antisemitism in independent school communities across the country. Parents and students are sharing their experiences, highlighting the urgent need for schools to address this issue. The sense of vulnerability and fear Jewish students in K–12 schools experience mirrors the distress their peers in higher education feel, underscoring the need for a concerted effort to create safe, inclusive, and supportive educational environments for all students.

What Schools Must Do

While 25 states have mandated Holocaust education, the knowledge and awareness about the Holocaust remain startlingly low. In a study by the nonprofit Claims Conference, which works to secure material compensation for survivors, 63% of respondents were unaware that 6 million Jews were murdered in the Holocaust; 48% couldn’t name one concentration camp; 10% admitted to never having heard the term “Holocaust.” A November 2023 study conducted by The Economist found that 20% of 18- to 29-year-olds believed that “the Holocaust is a myth,” and 23% believed that “the Holocaust has been exaggerated.”

According to award-winning author Dara Horn, Holocaust education might counter Holocaust denial, but it doesn’t necessarily combat antisemitism. In an April 2023 Atlantic article, she writes: “I have come to the disturbing conclusion that Holocaust education is incapable of addressing contemporary antisemitism. Without education about present-day Jews, teaching about the Holocaust might be exacerbating antisemitism.”

Given the persistence of antisemitism and the limitations of traditional educational approaches like Holocaust education in countering it, what can schools do? School leaders must open the doors to meaningful dialogue with parents, faculty and staff, and other community members. Start by asking: Is your school treating Jewish students with the same care and respect as other minority groups? Are you consistently recognizing Jewish holidays? Are you taking steps to raise awareness about the rise in antisemitism and to ensure that the school will not tolerate acts of hatred?

At Francis Parker School, we’ve been working to ensure the safety of our Jewish community and to celebrate our diverse community. Here’s how other schools can do the same.

Ensure that your school’s DEIB (Diversity, Equity, Inclusion, and Belonging) programming is inclusive. Initiatives must recognize and combat all forms of prejudice, including antisemitism. By integrating a definition of antisemitism into DEIB programs, schools can ensure a clear understanding of antisemitism’s scope and nuances. In addition to the ADL definition, the IHRA provides a working definition: “Antisemitism is a certain perception of Jews, which may be expressed as hatred toward Jews. Rhetorical and physical manifestations of antisemitism are directed toward Jewish or non-Jewish individuals and/or their property, toward Jewish community institutions and religious facilities.” This concrete definition acts as a guideline, ensuring that the entire school community is on the same page about what constitutes antisemitism and how to combat it effectively.

Address hatred against Jews directly. In any discussion or action concerning hate or discrimination, specificity is crucial. Generalizing or lumping antisemitism with broader topics dilutes its unique characteristics and the challenges it poses. Schools and communities should be encouraged to address antisemitism directly, emphasizing its particular historical and contemporary manifestations. By focusing on its specifics, schools can create a more informed student body, foster empathy, and effectively combat prejudice against Jewish individuals.

Advocate for comprehensive Jewish education. Holocaust education is vital, but Jewish history and culture extend far beyond that dark chapter. By urging schools to incorporate a more extensive Jewish education into their curriculum, students will gain a richer, more nuanced understanding of Jewish contributions to art, science, politics, and other fields. This broader perspective will help dismantle stereotypes and foster appreciation for the Jewish community’s depth and diversity. Educating students about Jewish festivals, traditions, and key historical events can cultivate mutual respect and bridge gaps of misunderstanding.

Forge alliances. While unity within the Jewish community is vital, building bridges with other communities can amplify the voice against discrimination. Forming a Jewish family group or alliance within schools can serve as a platform where concerns, strategies, and solutions are discussed before being presented to the administration. Such groups can foster solidarity, not only among Jewish families but with allies from other backgrounds. Engaging in dialogues, workshops, and collaborative events can help dispel myths and foster a supportive environment where every student feels safe and valued.

The battle against antisemitism is an ongoing effort, one that requires both individual and collective action. By arming ourselves with knowledge, advocating for better educational content, and creating supportive communities, we can ensure that our schools are safe, brave, and joyful spaces for Jewish students.

 

Learn More 

Turn to these important resources to begin or continue the work to combat antisemitism in your own school.  

• “Confronting Antisemitism in Our Schools: An Action Plan for Heads of Independent Schools,” American Jewish Committee 

• A clearinghouse of resources for families and educators, Anti-Defamation League 

• “Responding to Antisemitism in the Classroom,” Facing History & Ourselves 

For more resources, go to nais.org.