Tackling antisemitism in schools and colleges: what education leaders need to know
04.11.2026
Antisemitism in schools and colleges is a growing problem, but staff do not always recognise it, learners do not always report it and institutions do not always know how to respond.
Those are some of the key findings from an independent review into antisemitism in schools and colleges in England, led by Sir David Bell. The review makes 27 recommendations aimed at helping schools and colleges prevent, identify and respond to antisemitism. The government has accepted all 27.
For education leaders, there are two important points to bear in mind. First, some of the review's recommendations build on legal duties that already apply. Others will require changes to statutory guidance and professional standards or practice. Second, although the review often refers collectively to "schools and colleges", the legal framework is not identical across maintained schools, academies, independent schools and further education colleges.
The scale of the problem
The evidence suggests that antisemitism is not confined to isolated or extreme incidents and has substantially increased since 7 October 2023.
One in five 16 to 19-year-olds surveyed said they had experienced or witnessed it, most commonly through jokes, stereotypes and comments about Jewish people. Around half said they hadn't reported it.
Staff encounter it too, but specific training remains uncommon - only 9% of professionals responding to the review said their school or college had provided antisemitism training.
So, what does the review recommend and what should education leaders and HR teams take from it?
1. Improving understanding of antisemitism and training
The review recommends that schools and colleges adopt the International Holocaust Remembrance Alliance (IHRA) working definition of antisemitism:
“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.”
The definition is accompanied by illustrative examples. In relation to Israel, these include “the targeting of the state of Israel, conceived of as a Jewish collectivity”, while also making clear that “criticism of Israel similar to that levelled against any other country cannot be regarded as antisemitic.”
The review describes the IHRA definition as a practical starting point rather than a legal test. Whether particular conduct amounts to discrimination or harassment will still depend on the circumstances and the relevant legal framework.
Antisemitism can be difficult to recognise because it does not always take the form of overt hostility towards Jewish people. It can include conspiracy theories about Jewish influence or power, blaming Jewish people for wider events, questioning their loyalty or belonging and holding Jewish people collectively responsible for the actions of Israel.
The report asks the DfE to provide a dedicated training package on antisemitism for leaders and designated safeguarding leads. It also recommends integrating an understanding of antisemitism into safeguarding, equality and anti-racism training for everyone working in schools and colleges, including support staff, governors, academy members and trustees.
2. Safeguarding, reporting and recording incidents
The review recommends strengthening Keeping children safe in education (KCSIE) to make clear that racism and prejudice, including antisemitism, may constitute harm and raise safeguarding concerns. That does not mean every antisemitic incident will be a safeguarding matter. Depending on its nature and impact, an incident may need to be dealt with through behaviour processes, safeguarding procedures, or both.
Although there is currently no statutory requirement specifically to record antisemitic incidents, the review recommends that schools and colleges make it easier for pupils and students to report them, including anonymously or on behalf of someone else.
The review also recommends using a specific category for antisemitic incidents so institutions can spot patterns and the cumulative impact of behaviour that might otherwise appear isolated or low-level.
3. Prevention and education
The report stresses that tackling antisemitism is not simply about responding to incidents or teaching about the Holocaust. It recommends helping young people understand contemporary Jewish life and antisemitism, including stereotypes, conspiracy theories, misinformation and harmful content they may encounter online.
Schools and colleges should consider how this can be addressed through the curriculum, pastoral programmes, media literacy and online safety.
Leadership matters too. They set the tone by making clear what is expected, challenging prejudice consistently and creating a culture in which antisemitism isn't dismissed as banter or simply ignored.
The report also recommends that the DfE update the behaviour and preventing bullying guidance for schools to include advice on identifying, preventing and responding to antisemitism and other forms of hatred and prejudice, including the support that should be provided to victims.
Colleges don't have equivalent statutory or non-statutory bullying guidance. The report recommends having policies and procedures that enable staff to recognise and respond effectively to antisemitic abuse, harassment and intimidation. This needs to recognise that antisemitism is not simply another form of bullying: it may involve a one-off incident, online behaviour or conduct that needs to be understood in its wider context.
4. Staff conduct
There are important recommendations for HR teams too.
The review recommends changing the Teachers’ Standards to make clear that teachers should challenge prejudice and hate-based behaviour, including antisemitism. It also proposes stating explicitly that discriminatory behaviour is incompatible with professional conduct, including outside work and online.
The recommendations aren't only about staff behaviour. Employers should also have robust arrangements for dealing with antisemitic abuse, bullying or harassment directed at staff, including incidents involving pupils, parents, colleagues or third parties.
5. Discussing controversial issues and political views
Schools and colleges should create space for difficult conversations rather than avoid them. However, the review found that staff were uncomfortable discussing antisemitism, Isreal and Palestine or challenging misinformation and conspiracy theories because they worried they would receive complaints, cause offence or appear to be politically biased.
The report also considers political expression, including flags, badges and slogans. It makes clear that support for Palestine or criticism of Israel is not inherently antisemitic and that discomfort alone does not necessarily make political expression discriminatory.
For schools, context matters. Leaders should consider the “time, place and manner” of political expression, including through staff dress codes and pupil uniform policies. Schools also have legal duties around political impartiality, although the precise legal basis differs depending on the type of school.
The review does not recommend blanket bans. It says schools should set clear, consistent rules and consider the circumstances in which political views, symbols or slogans are expressed.Staff need to take particular care because pupils may attach greater weight to political views expressed, or symbols displayed, by someone in a position of authority.
The legal framework for colleges is different. FE colleges generally have duties to protect freedom of speech within the law, alongside equality obligations and safeguarding responsibilities for students under 18. Some colleges will have additional obligations depending on the students they educate and whether they are registered as higher education providers. The review recommends that colleges set out how they will approach political identifiers worn or displayed by staff, balancing their duties around safeguarding, equality and freedom of speech with the need to ensure students can engage effectively in their education. Decisions should be made in context and on a case-by-case basis.
The review also considers political activity outside work. Teachers are entitled to hold political beliefs and participate in political activity, including protests, in their own time. However, the Teachers’ Standards require high standards of personal and professional conduct, which extend beyond the classroom.
The review recommends making the standards clearer about the conduct expected of teachers both inside and outside school, including online. It also advises staff to take particular care when expressing political views on social media and to keep political activity separate from their professional identity.
Government's response
The government has accepted all 27 recommendations. It has committed to encouraging schools and colleges to adopt the IHRA definition, strengthening KCSIE and the Teachers’ Standards, developing antisemitism training and practical guidance, improving education about contemporary antisemitism and establishing a dedicated support service to help settings manage complex incidents. It also intends to provide more support for schools and colleges dealing with controversial issues and sensitive geopolitical events.
We don't yet know how long it will take for these changes to be made. However, the government has asked Sir David Bell to carry out a one-year-on review of progress.
What should schools and colleges do now?
You don't need to wait for every recommendation to be implemented before taking stock. Now is a good time to ask:
- Do your staff understand what contemporary antisemitism can look like and know how to respond?
- Can pupils and students report concerns easily, including anonymously, and are incidents recorded in a way that helps you spot patterns?
- Do your safeguarding, behaviour, equality, online safety and staff conduct policies work together?
- Do staff understand when antisemitic behaviour may also raise safeguarding concerns?
- Are learners taught about contemporary Jewish life, antisemitism, conspiracy theories and online misinformation, rather than encountering Jewish identity primarily through Holocaust education?
- Does your approach to political expression reflect the particular legal framework that applies to your school or college?
The review makes clear that this matters even in settings with few or no Jewish pupils, students or staff. Its central message is that tackling antisemitism isn't simply about responding well when something goes wrong. Schools and colleges also have an important role in helping young people understand and challenge antisemitism before it becomes normalised.
Our newsletters
We publish monthly employment and education newsletters. If you'd like to be added to the mailing list, please let me know.
Key Contacts
Related Articles
Expert CommentThe government has confirmed it's going to reform non-compete clauses.Over the last few years, governments of various colours have carried out successive consultations and policy reviews on whether non-compete clauses stifle competition, innovation and labour mobility, without ever quite pulling the trigger on reform.
Expert CommentDo short notice periods undermine the enforceability of restrictive covenants?That was one of the issues the court had to decide in a recent case.
Expert CommentEmployment Rights Act: updated timeline for schools and collegesThe Employment Rights Act 2025 ('the ERA 2025') is coming into force in stages.
