Randomized evaluation of 372 students found a single class period cut agreement with conspiratorial antisemitic tropes by up to 15.5 percentage points; national follow-up study of over 5,000 students replicated the effect
New York, NY, August 20, 2026 … A single, 45-minute classroom lesson on contemporary antisemitism significantly reduced teens’ endorsement of antisemitic conspiracy theories, according to new research released today by the ADL (the Anti-Defamation League) Center for Antisemitism Research.
The randomized evaluation, conducted across nine middle and high schools in one public school district in a large southeastern U.S. city, found that students who received the lesson were 14.4 percentage points more likely than a control group to disagree that “Jews have too much power in the United States today” (91.4% vs. 76.9%). Treated students were also significantly less likely to endorse the dual-loyalty trope that Jews are more loyal to Israel than to America (a 15.5-point reduction) and other tropes related to Jewish control and media influence. The lesson also lowered the tendency to minimize antisemitism as an issue by 13.6 percentage points.
A separate, corroborating online experiment with 5,005 high school students from a national sample found that content presenting antisemitism as a recurring, cyclical conspiracy — the same core approach used in the classroom lesson — reduced trope endorsement as well, including among students with attitudes typically considered the hardest to shift.
“We've long believed that education is one of our most powerful tools in the fight against antisemitism and hate – and this research confirms it,” said Jonathan Greenblatt, ADL CEO and National Director. “As Jewish students across the country are experiencing increased antisemitism, we believe we can provide a clear, practical path forward for schools to address this scourge everywhere.”
The lesson, developed by ADL educational partner Echoes & Reflections, was delivered by teachers with no prior training on the material, suggesting the approach can be adopted broadly without extensive professional development. The Stan Greenspon Holocaust Education Center supported ADL in conducting the field research.
“This research is significant in that it features evidence from real classrooms,” said Matt Williams, Vice President of the ADL Center for Antisemitism Research. “We now have data showing that a single, well-designed lesson, taught by educators with no special training, can measurably shift how teens think about antisemitism. That's a solvable problem for schools. Based on our research, districts don't need a semester-long unit or a major new investment to make progress, they need the right 45 minutes, and now we’re closer to knowing what that looks like.”
The full paper, “Classroom Instruction on Contemporary Antisemitism Reduces Endorsement of Conspiratorial Antisemitic Tropes Among Teens,” is available here.
ADL is the leading anti-hate organization in the world. Founded in 1913 to protect the Jewish people, ADL works to stop the defamation of the Jewish people and secure justice and fair treatment to all. In the face of rising antisemitism and extremism, we protect, advocate, and educate, through a mix of programs and services using the latest innovations and technology, and seek to create a world without hate. More at www.adl.org.