In response to the review by David Bell into antisemitism in schools and colleges, 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. Robust action to challenge antisemitism is certainly needed because young people are exposed to antisemitic ideas and tropes, including on social media, and to influencers and figures who espouse violence. Educational experiences that empower young people to develop positive attitudes and respect for each other are critical.
“However, recommending the IHRA definition for schools risks deepening the problem rather than tackling it, and actively undermining efforts to confront antisemitism. It is the wrong approach. 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. A young person’s opposition to the Gaza genocide and scrutiny of the Israeli government are not, in themselves, antisemitic. Young people must have the space to understand and discuss world events. Schools must enable young people to confront difficult issues openly and develop empathy, not drive teachers into silence or leave pupils afraid to express their views. Recommending the IHRA definition risks tightening the chilling grip already stifling classroom discussion of the Gaza genocide. Schools need practical support to confront antisemitism, not a contested framework that risks shutting down legitimate discussion. The very real risk is that children who cannot critically explore issues through classroom discussion will instead seek their answers in online and unsafe groups.
“This report will not tackle antisemitism. It wrongly calls into question the professionalism of teachers. The existing rules on impartiality in the classroom are very clear and teachers take that responsibility very seriously. For three years, teachers have been responding to concerned pupils’ questions about this conflict. These classroom discussions are familiar territory, not uncharted ground. In that time there have been vanishingly few examples of the Teacher Regulation Agency holding up a complaint of lack of impartiality in the classroom.
"The NEU welcomes a strengthened focus on antisemitism in the statutory safeguarding guidance and we would encourage the Department for Education to go a step further by strengthening the guidance on all forms of racism. We are concerned that addressing antisemitism without an equally clear commitment to tackling all forms of racism risks creating a hierarchy of racism. No form of racism should be minimised, and no pupil or member of staff should receive less protection. Similarly, the NEU welcomes training for staff on recognising and challenging antisemitism, but we would like to see this in the context of wider antiracism training. The lack of training and time for staff development is a real barrier and almost two thirds of teachers (65 per cent) report that they have not received any antiracism training of any kind within the past year."