Antisemitism – what is it, why is it a safeguarding issue and how to tackle it

Antisemitism is defined as discrimination, prejudice or hostility towards the Jewish community or anyone believed to be Jewish. An antisemitic incident is any malicious phrase, gesture or act aimed at Jewish people, organisations or property. In the UK, antisemitism is a hate crime. There has been a rise in antisemitism amongst communities primarily (but not exclusively) due to the ongoing conflict in the Middle East. Antisemitism is also strongly associated with Nazi Germany, Adolf Hilter and the Holocaust, all of which are taught in UK schools from Key Stage Two onwards.

Most children in England are first introduced to the World Wars during primary school, with World War II commonly taught in Years 5 or 6 through topics such as evacuation, rationing and the Blitz. Learning is then developed further in secondary school, where pupils typically study both World War I and World War II in greater depth, exploring their causes, key events and lasting impact on Britain and the wider world. By the end of Key Stage 3, most young people will have gained an understanding of how the World Wars shaped modern society, politics and international relationships.

Across the UK, the impact of global events is increasingly being felt by both Jewish students and staff. Through news coverage, political commentary, online forums and social media platforms, students are exposed to complex and often polarising messages, whether intentionally or inadvertently. Antisemitic behaviours or actions, including prejudice, discrimination and hostility towards the Jewish community are no longer issues that exist only in wider society, they can also manifest in classrooms, corridors, online spaces and playgrounds, affecting children's emotional welfare and their ability to engage fully in education. Some are very obvious and blatant, and others less so.

Here are some (not all) ways that you may hear or see it:

• Use of anti-Jewish slurs, insults or derogatory language. This can also include making fun of Jewish clothing, appearance and festivals or the vandalism of Jewish religious items, displays or places of worship.

• Holocaust jokes, mockery or denial of historical facts. Comments such as “they deserved it” or “it was only part of history” can be particularly offensive.

• Students giving Nazi salutes, drawing swastikas or other antisemitic symbols or printing out antisemitic materials (that are not associated with learning in history). A more subtle way of causing harm could include making noises such as a “hissing” sound when Jewish people are close by to mimic the noise of gas (as in chambers).

• Online harms such as sharing antisemitic content, memes or videos on social media, messaging apps or gaming platforms. This would also include commenting on posts and creating posts of an antisemitic nature.

• Bullying, exclusion or targeting of Jewish pupils because of their faith or identity. This can also involve stereotyping Jewish people or repeating harmful myths and conspiracy theories. This can include hostility towards Jewish pupils linked to events in the Middle East and "banter" or casual remarks that normalise prejudice against Jewish people.

Settings have a vital safeguarding role in helping pupils understand and navigate these issues safely. This can be achieved by creating environments where pupils can discuss difficult topics, challenge harmful narratives and seek support when needed is an essential part of keeping children safe. KCSiE 2026 highlights that prejudice-based harm, including faith-based prejudice and discrimination. From a safeguarding perspective, this can have a direct impact on their sense of safety, belonging and wellbeing.

The guidance makes clear that faith-targeted abuse should be recognised as a safeguarding concern and not dismissed as harmless "banter" or low-level behaviour. By explicitly including discriminatory behaviour and faith-targeted abuse within child-on-child abuse, KCSIE 2026 reinforces the need for schools to identify, challenge and respond to such incidents through a safeguarding lens, ensuring that all children feel safe, valued and able to seek help when needed.

Settings should take practical steps to address any incidents of antisemitism. This includes those settings who may not have many or any Jewish students or staff. Staff should do this by tackling antisemitic behaviour as seriously and dynamically as they would with any other act or racism or discrimination. Below are some practical steps to ensure a safe environment for all.

In your school community are you:

• Making policies and procedures fair and monitor these to ensure that they are effectively implemented? School trips, exams and activities should not disadvantage Jewish pupils (for example clash with celebrations or festivals).

• Training staff to recognise and act on antisemitism and ensuring students learn about respect, inclusion and diversity throughout the curriculum? This could include inviting in members of the Jewish community for assemblies etc.

• Starting your education about different faiths early enough? The Early Years curriculum starts by introducing concepts such as kindness, respect, diversity, fairness, and an appreciation that everyone is unique through British Values. This includes ensuring even the youngest learners understand different cultures, religions and beliefs.

• Ensuring parents understand school policies and procedures and why these are in place? This can include reminding parents that schools are a safe space for discussion, debate and sharing opinions, however they remain politically neutral.

• Supporting Jewish students, families and staff with any concerns, no matter how small? Listening to all concerns and taking the appropriate action.

• Protecting students against hate and extremist views online? Settings must have the correct systems to keep pupils safe from discriminatory views, harmful content and radicalisation and to educate pupils about these dangers.

In your classrooms could you:

• Highlight overlap between concerning beliefs. For example, fear and hostility towards minority groups often feature in extremist ideologies and conspiracy narratives.

• Use historical examples. Exploring Nazi propaganda and the persecution of Jewish communities during WWII can help pupils understand how language and beliefs can lead to discrimination, violence and crimes against humanity.

• Draw on news articles and case studies. These can demonstrate the real-world harm caused when extremist or intolerant views spread within communities. You can ensure that the sources presented are reputable and fact checked.

• Balance with positive examples. Share stories of local community cohesion, unity and mutual support, emphasising the values that underpin a healthy society.

• Ensure age-appropriateness. Use professional judgement to tailor discussions to the developmental stage of pupils and guide conversations in a way that feels relevant and safe[SB2] . This can start in the Early Years where even the youngest learners will benefit from visits to places of worship such as churches, mosques and synagogues. Celebrations and events should include the festivals of Hanukkah and Passover.

Antisemitism is not simply a matter of prejudice or poor behaviour. It can have a significant impact on a person’s safety, wellbeing and sense of belonging. At a time when global events can quickly influence attitudes, language and behaviour within communities, it is essential that settings remain vigilant, responsive and proactive. By creating safe spaces for discussion, challenging discrimination wherever it occurs and promoting respect for people of all faiths and backgrounds, schools and colleges can play a vital role in preventing harm and ensuring that every student feels valued, included and protected.

Yesterday, 21 October 2026, the government accepted all 27 recommendations of the independent review, led by former Ofsted chief inspector Sir David Bell, into antisemitism in schools, recognising that antisemitism is a distinct form of racism and hatred that requires a clear and sustained response. It will now take forward a wide-ranging package of measures, including dedicated antisemitism training for education leaders, strengthened safeguarding and political impartiality guidance, improved reporting of antisemitic incidents and enhanced support for schools and colleges managing complex cases.

Read Sir David Bell’s report on the findings from his Independent Review into Antisemitism in Schools and Colleges in England.

About the author: Melissa Pollard is a Designated Safeguarding Lead with 20 years experience in education and children's mental health.