No more dirty looks: how to survive school antisemitism

Antisemitism at school is a global phenomenon, and it’s important for pupils to develop resilience and a strong Jewish identity to deal with it, experts say.

From subtle microaggressions to overt hostility, students face challenges that can have a deep impact on their sense of safety, identity, and belonging, experts told an international panel discussion on the subject.

These experts, who work with young Jewish people, emphasise the importance of proactive strategies to build safe learning environments and support Jewish identity.

Mina Rush, the national director of classroom education for StandWithUs, says fostering a strong sense of Jewish identity starts at home and in the classroom. “Many parents outsource their children’s Jewish identity building to schools,” she says, “but it’s critical for families to articulate their ‘why’ – why their Jewish identity matters, why Israel matters – and share that with their children.” By giving students this foundational knowledge, parents can prepare them to respond thoughtfully when confronted with antisemitism.

Rush’s team has developed Israel Link, an online, learner-centred platform used in more than 500 Jewish educational institutions worldwide. It provides content and professional development for educators while reaching tens of thousands of students. “We are data driven. We know we’re making an impact,” she says. The platform allows students to engage with Jewish history, culture, and contemporary issues, strengthening identity and fostering pride in their community.

David Smokler, the executive director of the K–12 Fairness Center at StandWithUs, says antisemitism extends beyond students to teachers. “Jewish teachers are often ostracised by colleagues. They may walk into the teachers’ lounge, and everyone goes quiet. Some even feel they must deny any affinity for Israel to fit in.” This creates a hostile professional environment, and highlights the importance of school-wide interventions to ensure inclusivity and fairness.

One key challenge is biased or unvetted classroom content. “Teachers bring in lessons that aren’t reviewed,” Smokler says. “Sometimes they are unintentionally biased; at other times, they actively promote antisemitic tropes.” Parents and educators need to scrutinise syllabi; review educational material; and maintain open communication with students about what they are learning. Monitoring the content that reaches children helps prevent misinformation and ensures that lessons about Jewish history and contemporary issues are accurate and balanced.

When antisemitism occurs, trauma-informed practices are essential. Clinical psychologist Dr Miri Bar-Halpern says students experiencing prejudice may be hypervigilant, anxious, or withdrawn. Trauma-informed approaches recognise these responses, and create safe environments for emotional and physical well-being.

“Schools need to ensure that every student feels safe at school, physically and emotionally,” Bar-Halpern says. “Students need a safe person to go to, and they need to understand the reporting process and protections in place.”

These practices also emphasise giving students a sense of agency. “Trauma is often about loss of control,” Bar-Halpern notes. “Giving children meaningful roles; teaching coping skills; and connecting them to community helps restore that control.” Strategies such as emotional regulation, distress tolerance, and values-based action can empower students to respond confidently when faced with discrimination.

Collaboration between parents, educators, and community organisations is another critical component. Rush’s work illustrates the importance of peer-led initiatives, where students take ownership of educational programmes, such as creating interfaith panels or organising cultural activities.

“Teens know their peers best,” she says. “Allowing students to lead fosters creativity and meaningful relationships.” These initiatives promote understanding among students of different backgrounds while reinforcing Jewish pride and identity.

Bar-Halpern also highlights the role of parents in offering support. Parents can prepare children for antisemitic encounters by discussing scenarios; teaching them what to say and how to respond; and identifying safe adults they can turn to. At the same time, parents must care for their own well-being. “Take care of yourself – therapy, self-care, limiting exposure to social media,” she advises. “Parents’ emotional resilience strengthens the children’s capacity to cope.”

In addition to proactive family strategies, schools must adopt structural measures. Educators should be trained to recognise antisemitism, respond to incidents, and implement inclusive curricula. Schools can create trauma-informed spaces, minimise triggers, and actively promote Jewish identity as part of broader diversity and inclusion efforts. Programmes should emphasise critical thinking, allowing students, Jewish and non-Jewish, to distinguish between propaganda, misinformation, and historical fact. “We need to teach children how to identify bias and hate,” Bar-Halpern says. “Critical thinking is a protective skill.”

Internationally, the lessons apply across contexts. Whether in the diaspora or in Israel, Jewish students benefit from environments that validate their identity and offer tools to respond to prejudice. Rush underscores that Jewish heritage is multifaceted and global. “Our story is much longer, and goes further back,” she says. “Students need to understand that their identity is resilient, connected to a rich history, and relevant to the present.” Emphasising this global perspective helps students contextualise antisemitism as part of a broader struggle while fostering pride and belonging.

Ultimately, combating antisemitism at school requires a co-ordinated effort. Parents must engage with their children’s learning; educators must be trained and supported; and students need access to identity-affirming programmes and peer networks. Trauma-informed practices; resilience-building strategies; and critical thinking are vital components in creating safe, inclusive, and empowering environments. As Rush reminds us, “The best way to respond to hate isn’t just to survive it, but to thrive – celebrating identity, taking meaningful action, and connecting to community.”

For Jewish students around the world, the lessons are clear: know your history; be proud of your identity; seek allies in educators and peers; and develop the skills to navigate challenges safely. When schools embrace these strategies, they not only protect Jewish students from harm, they cultivate generations which are confident, resilient, and empowered to stand against antisemitism wherever it arises.