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Tools and Strategies

How to Advocate for Your Students at their K-12 School

High School Delegation

Antisemitic incidents in K-12 schools harm more than Jewish students – they erode safety, belonging, and trust for everyone in the school community. When any form of hate takes root, it normalizes intolerance, distracts from learning, and signals to students that some peers are less worthy of dignity and respect.

This resource is for parents, caregivers and community members who want to counter antisemitism in their schools or districts but aren’t sure where to start, or how to be most effective.

Why this guide? What will it help me do?

  • Help you understand how schools are structured: know in both public and independent school systems whom to contact for which issues, and how to advocate strategically so that your efforts lead to real change.
  • Clarify your goals: whether you’re responding to a specific incident, seeking stronger policies, or building proactive education and climate initiatives.
  • Map the system: understand who does what in a public and independent schools and how decisions get made.
  • Engage Elected Officials: Learn how to approach them as a constituent to include them appropriately in advocacy efforts.
  • Target your advocacy: identify the right person or body to engage, align your ask to their authority, and document follow-up.
  • Prepare for advocacy conversations: walk you through the steps you need to take for effective education advocacy and help you think through your preparation.

Before you take action it's important to know how your school is governed and led – including who has influence in what ways. Read more on public and independent school governance and leadership structures.

The Building Blocks of Advocacy for Public Schools

1. Identification of the Proper Target Audience for Your Advocacy

Determine who you are directing your efforts toward and what your “ask” is. Explore an overview of the key players in public schools to help you determine the appropriate audience for your advocacy. Whether addressing an incident or engaging in proactive advocacy, you may want to start with the classroom teacher. Teachers are positioned to address issues in the immediate, support your child and model appropriate responses for students. If what you want to discuss is more systemic in the school, you may prefer to go directly to the principal. Matters are typically brought to the superintendent if they are unable to be resolved by the principal, or if they are systemic in the district. Your local schoolboard is the governing body of the public school district, and as part of its job, it establishes policies. If you want to advocate for the development of a policy for the district, or express concerns about the superintendent, you should speak with members of the school board. While you have a right to file a complaint about antisemitism with the Office for Civil Rights (OCR) of the United States Department of Education at any time in the advocacy process, please note that for OCR to find a violation of the law, the school district must have had notice of the issue. That is why it is important to begin your advocacy at the school or district level.

2. Four Components of Advocacy  

Now that you have identified your audience, it’s important to build out your ask or pitch. When preparing to have your advocacy conversation, a good formula for success includes the elements below.

Share a personal story.

Sharing a story illustrates the issue. When you share your personal narrative, your listener understands why this issue matters on a human level. Stories are powerful and can inspire others to act. To help you craft your narrative, when explaining the issue and what you want your audience to do, think about how the issue has affected your child, yourself, and/or your family.  

When telling your story, you should first introduce yourself and your child, identifying your child’s school and grade, even if your child is not with you. Talk about how long you’ve been in the school/district, and whether you’ve had other children in the school system. All of this builds a connection with the target audience of your advocacy and helps them care about your concerns. Describe how the incident or issue has impacted your student’s and your family’s life, sense of safety, or well-being. This is your personal narrative.  

When you build your personal narrative, keep in mind a few key qualities that make it effective. Your story should be personal; share how antisemitism has directly impacted your child and family. Make sure it’s concise so you keep your listener’s attention and get your point across quickly. Try to include vivid details that create a clear mental image, these stick with people much more than abstract descriptions. Always ground your story in facts to build credibility. Finally, connect your experience to the outcome you are asking for so your listener understands exactly how their action can help address the issue.  

When constructing your narrative, be sure to be as specific as possible including dates, times and places if applicable and any other information about prior communication on this issue.

Communicate data.

While personal stories are the most powerful way to make an issue real, data helps show that your experience isn’t isolated; it’s part of a broader crisis. For example, antisemitic incidents have increased by 893% over the last decade. In 2024 alone, incidents were reported in all 50 states, happening on average every 56 minutes. Sharing a statistic like this alongside your story can help your listener understand both the personal and societal impact of rising antisemitism. You can find more statistics about antisemitism in ADL’s most recent Audit of Antisemitic Incidents. Additionally, some districts have data on bullying and incidents; you can find that information on the district website.

Have a clear ask.

By the end of your meeting, it’s essential to make a clear, attainable and specific ask. Be clear about what you want to happen and by whom, and directly request and document the actions you want taken. Specifying the actions your audience can take is essential for ensuring that, if they’re persuaded, they then actually do something to address your issue. While it is not necessary to reference your district’s policies and priorities when you make your ask, if you want to ground your ask in those policies and priorities, it could bolster your argument. You can find the district’s policies and priorities on its website.

Thank them.

Thanking your audience for their time meeting with or talking with you recognizes their efforts to support you. Expressing gratitude helps build trust and shows that you’re paying attention to their efforts. Be sure to thank them for any past support; this reinforces that you share common goals. Also, remember that acknowledging their time and attention goes a long way toward building a positive relationship.

Rinse and Repeat.

Keep in mind that while some advocacy asks will be resolved with only one letter or conversation, others may not be. It is possible that you may need to have multiple conversations with many different stakeholders to ensure success.

3. Dos and Don’ts of Public School Advocacy  

Do:

  • Build positive relationships with educators and school leadership.
  • Approach any advocacy with a partnership, rather than adversarial, mindset.
  • Prepare for your advocacy in advance of your conversation.
  • Provide specific, actionable proposals.

Don’t:

  • Launch pressure campaigns before allowing response time.
  • Make promises you cannot or will not deliver.
  • Approach advocacy with an adversarial mindset.

4. Examples of Successful Advocacy

A parent of a high school student noticed that Jewish American Heritage Month was not recognized by her son's school district, yet the district was recognizing other cultures' heritage months. The parent expressed her concerns to the superintendent, sharing data about why it was valuable for all students to gain exposure to Jewish American Heritage month. Thanks to this parent's advocacy, the superintendent listened and understood, added Jewish American Heritage Month to the calendar for the district.

A school district was experiencing repeated antisemitic vandalism in their middle and high school. In response, a group of parents in the community formed an advocacy coalition and worked together to share concerns at a Board of Education meeting. They drafted a letter to the district administration recommending bringing in educational programs and providing support for Jewish students. Their efforts in collaboration with ADL led to the middle school registering for ADL’s No Place for Hate initiative and the high school bringing in an ADL Words to Action workshop for the high school’s Jewish Student Union.

A school district was alerted by community members of a problematic poster targeting Jewish students that an elementary student brought to a Multicultural Night hosted by the School Parent-Teacher Association. A letter was drafted by local Jewish organizations and signed by 115 community members expressing their concerns to the school district and making recommendations for a response and training.  Local Jewish leaders partnered with the district to bring in ADL to provide antisemitism training for all district leaders and support the district to join No Place for Hate.

Public K-12 School Governing Structure

Who’s Who in a Public School System  

  • Classroom teacher: Classroom teachers direct instruction and support students. Depending on the size of the school, teachers can see well over a hundred students a day in their classes. Classroom teachers not only plan and implement instruction, but they help establish the classroom environment.  
  • Administrators (Principals, vice principals, assistant principals): Administrators lead and manage individual schools. Depending on the school size, there could be many or just one administrator. The principal is the school’s chief leader, responsible for overall school climate, student safety, discipline policies, curriculum implementation, and staff management at a specific campus. Vice or assistant principals support the principal, often overseeing student discipline, attendance, day-to-day operations, and specific programs.  
  • Superintendent: Superintendents oversee the entire district’s operations. Depending on the size of the school district, there could be one Chief Superintendent and other Regional Superintendents that oversee different geographic areas of the district. Superintendents lead strategic planning for the entire district, overseeing the entire budget and operations as well as ensuring district policies are implemented across all schools. Principals report to superintendents, so reaching out to a superintendent before addressing the principal may escalate a situation. In most public school districts, superintendents are hired by and report to the school board. As the leader of the district, they work collaboratively with all stakeholders – building educators, parents/community members and even students to ensure an inclusive learning environment.
  • School Board (Board of Education/Trustees): An elected body that sets policy, approves budgets and curriculum frameworks, hires and evaluates the superintendent, and provides governance and accountability for the district. The board does not manage daily operations but sets the guardrails and expectations for them. While they oversee and impact policy district-wide, they are not involved in the day to day operations of individual schools.

How Public School Leaders are Chosen and What Authority They Have

  • How superintendents are hired: The school board recruits, interviews, and contracts with the superintendent; the superintendent reports directly to the board and serves under a board-approved contract.  
  • School board powers: Set district policy; adopt budgets; approve curriculum frameworks and major contracts; set strategic priorities; hire, evaluate, and if necessary, dismiss the superintendent; hold public meetings and hearings; direct the superintendent to develop or revise policies and procedures.  
  • Principal/vice principal authority: Implement district policies at the school level; enforce conduct codes; ensure a safe environment; coordinate staff training and parent communication for school-specific matters.

Who to Contact for What

  • Something that occurred during instructional time or is related to specific materials a teacher has selected: Consider starting with the classroom teacher to learn more and advocate for change or corrective action when appropriate.
  • Immediate incident at one school (e.g., harassment, graffiti, social media targeting): Start with the principal or vice principal. Document your concerns in a letter or complaint form. Ask for an incident report number, the investigation timeline, safety measures or other needed supports, and corrective actions.  
  • Pattern across multiple schools or inadequate school-level response: Escalate to the superintendent with a clear record of incidents and requests; ask for district-wide protocols, staff training, communications, and data tracking.  
  • Policy gaps or system-wide changes (e.g., definitions, reporting procedures, parent notification, staff PD requirements, curriculum frameworks): Advocate to the school board—submit public comment, request a policy agenda item, and/or propose draft policy language—while also engaging the superintendent to operationalize changes. You should be able to find your district’s school board meeting dates and agendas on the school board’s website, along with the formal procedures for participating in the board meeting via public comment.  
  • Budget, staffing and programs (e.g., professional development on antisemitism, partnerships with community organizations, climate surveys): The superintendent proposes and manages; the board approves. Advocate to both: ask the superintendent to include your item and ask the board to fund and adopt it.  
  • Inadequate school or district response: You have the option to file a complaint with the Office for Civil Rights (OCR) of the United States Department of Education under Title VI of the Civil Rights Act of 1964, which prohibits discrimination based on race, color, national origin, and shared ancestry, at any time during the advocacy process if you are unhappy with the school’s or district’s response. Your complaint can allege individual or systemic incidents of antisemitism or both. To file a complaint, use this link. Please note that for OCR to find a violation of Title VI, the school district must have had notice of the issue, which is why it is important for you to document your efforts to address the issue at the school or district level.

Independent K-12 School Specific Advocacy Resources

1. Encourage your Jewish affinity group leader to upskill through the JLIS network.

Jewish affinity group leaders (formal or informal) can benefit from upskilling, networking, resources and individual consultation through ADL’s partner Jewish Leaders in Schools (JLIS). JLIS provides at no cost specialized training for parent leaders of Jewish affinity groups in independent schools in areas such as partnerships with school leaders, effective advocacy strategies, community building techniques, crisis response protocols. Group leaders can join the JLIS network.

2. Advocate for change through independent K-12 schools leaders, decision-makers and influencers.

For guidance on addressing a specific incident, refer to Guidance for Parents/Caregivers of Jewish Children in Independent K-12 Schools.

3. Know your school’s vision, mission, values and current strategic plan.

Before any advocacy effort focused on long-term, sustainable change, be sure you have reviewed your school's mission statement, handbook and enrollment agreements to understand what educational approach the school follows. Knowing your school’s unique identity, what grounds it and its goals will help you prepare a clear, factual presentation of your concerns drawing direct connections between Jewish students’ experiences and the importance of aligning the school’s policies, code of conduct, incident review processes and applied practices with its stated goals.

Independent K-12 School Governing Structure

1. Understand Your School’s Governance Structure

Each independent school is unique as a learning community and structure, however a common leadership framework for independent K-12 schools is that it is board-led and head-managed. Before determining which leaders or influencers to engage, it’s important to know the governance structure of your school. Most follow a clear delineation between board and administrative responsibilities, and this distinction is fundamental to effective school leadership.

  • Head of School: Operational and academic authority
  • Board of Trustees: Strategic and fiduciary authority, working through the Head
  • Advancement/Alumni Office: Official conduit for alumni and donor communications
  • Culture/Inclusivity Committee or Officer: Formal voice for inclusion or belonging initiatives. May also be part of any existing DEI initiatives.

In addition to nuance with governance, schools also differ when it comes to the administrators, faculty and staff who hold particular influence or are decision-makers. Often, they are deans, department chairs or directors/advisors who oversee key areas such as academics, student life, grade-levels/divisions or faculty. Become familiar with who the essential voices are among the professionals working in your school.

2. Head of School and Administrative Responsibilities

The head of school serves as the chief executive officer and is responsible for the day-to-day operations and educational leadership of the school. This includes hiring and supervising faculty and staff, curriculum development and implementation, student discipline and academic policies, budget management within board-approved parameters, and campus safety protocols. The head also manages parent and community relations, oversees admissions processes, and ensures the school's educational mission is fulfilled. Administrative decisions about personnel below the head level, academic programming details, and operational procedures fall squarely within the head's purview.

For incidents, please review Guidance for Parents/Caregivers of Jewish Children in Independent K-12 Schools. Remember that often the most effective course of action is to engage first with the faculty member or staff closest to the situation followed by a member of the administration, if necessary.  

Going straight to the head of school is best reserved for advocacy around system and policy changes, concerns impacting a sizable group of students or an inadequate resolution or dismissive attitude raised to an administrator.

3. Board of Directors Responsibilities

The board functions as the governing body with fiduciary responsibility for the institution's long-term health and strategic direction. The board hires and evaluates the head of school. They approve major policies, oversee financial stewardship including approving annual budgets and major expenditures, ensure legal compliance, and engage in strategic planning. The board also plays a crucial role in capital campaigns, major fundraising initiatives, and establishing the school's mission and values framework.

Generally, board members cannot interfere in day-to-day operations, individual personnel decisions (except for the head of school), or direct curriculum instruction. They do not circumvent the head of school to give direction to faculty or staff, nor will they use their position to influence admissions decisions for personal gain. The board operates through the head of school, not around them.

Conversely, the head of school cannot unilaterally change the school's mission, make commitments that significantly impact the institution's financial position without board approval, or ignore board-established policies. Major capital expenditures, changes to compensation or decisions that could create legal exposure for the institution require board involvement. 

4. Where the Buck Stops

The head of school is accountable to the board for all operational matters and educational outcomes. However, the board bears ultimate responsibility for the institution's governance, financial health, and legal compliance. In crisis situations, the board must step in if the head cannot or will not address serious issues. The board also bears responsibility for succession planning and ensuring institutional continuity.

The most successful independent schools maintain this partnership through regular communication, clearly defined policies, and mutual respect for each entity's distinct role in serving the school community.

Do Your Homework

As a parent in the community, you have access to the school’s workings and priorities beyond the website and 990 forms. You can learn more about the governance structure, strategic plan, policies and mission-oriented priorities by requesting copies of key documents not readily available through the portal for families. These materials include the following: parent-student handbook, DEIB or related culture priorities, bylaws, strategic plan, annual report, leadership/senior administration roster, accreditation report executive summary and mission and philosophy statements.

Don't miss out on attending informational sessions hosted by school leaders such as a state-of-the-school address, open board meetings or town halls. Notice who is in attendance from the school, as that often is an indicator of some of the people who drive decisions.

5. How Parent Advocates Can Engage School Leadership

When a parent has concerns about curriculum content or faculty teaching that threatens their child’s Jewish identity and safety, and escalation to the head of school did not yield a response, they have several potential avenues within the independent school governance structure.

6. Engage the Board Directly

Since the board has ultimate oversight responsibility for the school's mission and policies, a parent could bring their concerns directly to the board chair or request to address the full board. Independent school boards typically have established procedures for receiving community input, whether through formal complaint processes, opportunities to speak at board meetings, or designated board liaisons for parent concerns. The parents should document their previous communications with the head of school to demonstrate why this request is fitting in this moment because they followed proper channels first.

The board must evaluate whether the concern represents a deviation from the school's stated mission and values, a violation of established policies, or a failure of administrative leadership to address legitimate community concerns. If the board determines the head of school has not properly handled a significant issue, they can direct the head to revisit the situation, establish new policies, or provide additional oversight.

7. Building Authentic Relationships: Why Alumni and Donor Voices Matter

Alumni and donors represent influential voices in the school community who can be valuable allies for parents advocating for change, but these relationships must be cultivated thoughtfully and ethically.

Alumni provide institutional memory that reveals legacy and values, as well as credibility with other stakeholders. Donors demonstrate financial investment in the school's future and often have established relationships with leadership. Both groups bring cross-constituent trust that can bridge different community perspectives.  

  • Connect through shared values: Rather than approaching alumni and donors solely with concerns, parents should first establish genuine relationships based on shared commitment to the school's mission and values. This creates a foundation for collaborative advocacy rather than transactional requests.
  • Participate in school events through established channels and groups: Natural relationship-building occurs through alumni gatherings, donor appreciation events, and school-sponsored programs where parents can meet alumni and donors in positive settings.
  • Join existing committees: Many schools have alumni-parent committees or volunteer opportunities that provide structured ways for current families to work alongside alumni and donors on school initiatives.

8. Understanding Alumni and Donor Limitations

Just as with board engagement, parents should understand that alumni and donors have boundaries in their roles within the school community:

What alumni/donors CAN do:

  • Influence strategic direction through proper board channels (if serving as trustee).
  • Engage meaningfully with school leadership about mission alignment.
  • Support initiatives that advance your school's stated values and strategic plan.
  • Provide resources, expertise, and funding for professional development.
  • Leverage your relationship with the school to advocate for positive change.

What alumni/donors should NOT do:

  • Try to direct day-to-day curriculum decisions.
  • Influence individual faculty hiring or evaluation decisions.
  • Circumvent the Head of School on operational policies.
  • Use financial contributions as leverage to override educational judgment.

9. Appropriate Communication Strategies with Alumni and/or Donors

When reaching out to alumni or donors:

  • Lead with appreciation: Acknowledge their ongoing commitment to the school and specific contributions they've made to the community, as well as areas of pride about the school
  • Share information on how they can appropriately leverage their influence to advocate for Jewish students’ safety and inclusion.
  • Frame issues in mission terms: Present concerns as opportunities for the school to better fulfill its stated mission, values and strategic plan, rather than as oppositional complaints or demands.
  • Offer collaboration: Propose specific ways to work together (especially in alignment with your Affinity Group) that respect the governance structure and the expertise that alumni and donors bring.  
  • Be prepared and focused: Respect their time by having clear, well-researched information and specific requests for support.

10. What Parents Should Avoid When Engaging Alumni and/or Donors

  • Pressuring alumni/donors to threaten withdrawal of support.
  • Sharing confidential information about the school, other families or students.
  • Making promises about school policy changes they cannot deliver.
  • Using children as messengers or emotional leverage.
  • Organizing pressure campaigns that circumvent proper governance channels.
  • Mass-emailing without school permission.

11. Reminders When Engaging ANY School Leader, Decision-Maker or Influencer

DO:

  • Ground all requests in the school's mission.
  • Offer partnership and a solutions-oriented tone, not simply critique and complaints.
  • Work through established channels.
  • Build authentic relationships across constituent groups.
  • Respect governance boundaries.
  • Provide specific, actionable proposals.

DON'T:

  • Bypass proper governance procedures.
  • Launch pressure campaigns before allowing response time.
  • Make promises you cannot or will not deliver.
  • Use inappropriate leverage tactics.
  • Share confidential information.
  • Circumvent school leadership.

Successful advocacy for Jewish inclusion requires understanding and working within the school's governance structure while building authentic relationships with decision-makers and influential community voices. When parents, alumni and donors collaborate strategically – respecting boundaries while leveraging their unique perspectives and resources – they can create meaningful change that benefits current and future students.

Strength from Community: Leading Jewish Parent & Family Affinity Groups in Independent K-12 Schools

When Jewish affinity groups in independent K-12 schools operate strategically – grounded in best practices, respectful of school governance, and committed to inclusive community building – they become powerful forces for positive change. Through thoughtful leadership and collaborative partnership with school administration, these groups create environments where Jewish students and families feel seen, supported, and celebrated while strengthening the broader school community's commitment to inclusion and understanding. If your school does not allow officially recognized affinity groups, there is still value in finding strength from community with other parents with Jewish children.

1. Upskilling for Jewish Affinity Group Leaders

Jewish affinity group leaders (recognized or informal) can benefit from upskilling, networking, resources and individual consultation through ADL’s partner Jewish Leaders in Schools (JLIS). JLIS provides at no cost specialized training for parent leaders of Jewish affinity groups in independent schools in areas such as partnerships with school leaders, effective advocacy strategies, community building techniques, crisis response protocols. Group leaders can join the JLIS network. 

2. Launching a Jewish Affinity Group in Your School Community

Map your school's landscape.

Before launching a group, conduct essential groundwork:

  • Consult your DEIB director or Parent Association about existing affinity groups and their governance structures (leadership, budgets, reporting lines).
  • Interview two or three current affinity group chairs to learn proven practices you can adapt.
  • Identify the decision-maker responsible for establishing new groups at your school.
  • If your school does not formally recognize affinity groups, consider other informal ways of convening parents with Jewish children to establish communication and identify shared priorities to address together with school leaders.
Gauge interest and assess community needs.

Connect with families with Jewish children and potential allies to understand priorities:

  • Discuss what matters most to families—community-building, holiday education, security concerns, advocacy opportunities.
  • Document essential areas of focus where this group can partner with school leadership to address antisemitism and ensure Jewish inclusion.
  • Build a foundation of interested families before formal launch.
Develop a strategic one-page proposal.

Include these key elements with consideration for parity with other existing affinity groups:

  • Purpose: Link directly to your school's mission, strategic plan, and diversity policies.
  • Year-one goals: Specific objectives like two cultural programs and one advocacy initiative.
  • NAIS alignment: it is volunteer-run, non-partisan, financially transparent, operating under Head of School authority or another designated administrator or facilitator. Name a commitment to specific equity and justice principles noting how the group will create and sustain “an inclusive, equitable, and just school community through commitment, reflection, conscious and deliberate action, as well as constant vigilance based on the overarching principles of inclusivity, diversity, and multiculturalism.”    
  • Leadership structure: Identify two volunteer co-chairs and outline simple bylaws with term limits and fiscal oversight.
Secure administrative partnership.

Present your proposal to school leadership:

  • Submit to the appropriate decision-maker, copying the Head of School and DEIB director if they are not the lead staff.
  • Request official recognition and handbook listing.
  • Ask for staff liaison, modest budget consistent with other affinity groups, and access to meeting spaces, contact lists and school calendar.
Launch thoughtfully and maintain momentum.
  • Host a "meet & greet" to build community and refine plans.
  • Publish a first-year calendar featuring key observances (e.g., Rosh Hashanah, Yom Kippur, Hanukkah, Yom HaShoah, community Shabbat dinner, etc.)
  • Promote participation through official school channels.

3. Leading a Jewish Affinity Group Effectively

While Jews and their families are not a monolith, there is value in advocacy through unified efforts with school leadership. This is best accomplished when your affinity group offers families a respectful, inclusive space with an underpinning of trust and transparency.

Foster Inclusion and Representation of Diverse Voices.

Build leadership that reflects your community's diversity:

  • Identify co-chairs and a small steering committee representing various grade levels, religious practices, ethnicities, and family structures including interfaith families.
  • Create a mission statement to serve as a beacon for the group's role.
  • Ensure the group actively respects differences in religious practices, culture, and ethnicity to model inclusion of diverse aspects of Jewish identity.
  • Structure regular "office hours" or coffee meetups for ongoing family engagement.
Communicate as unified representatives.

Maintain clear communication protocols:

  • Engage the committee in problem-solving before addressing concerns with administration.
  • Aggregate and prioritize topics to avoid overwhelming school leadership.
  • Make clear to parents that leaders represent their interests and should be given the opportunity to do so effectively.
  • Provide general summaries to parents after administrative meetings – transparency reduces speculation and side conversations.
Manage group dynamics and boundaries.

Establish effective meeting practices:

  • Set clear norms: civil discourse, single speaker protocol, agenda time limits.
  • Redirect disruptive behavior: "Let's log that for committee review so all voices can weigh in."
  • Define consensus-building processes while documenting dissenting perspectives.
  • Redirect out-of-scope requests (partisan petitions) to appropriate off-campus venues.
Partner constructively with school leadership.

Position your group as a valuable resource:

  • Offer practical support so the group is seen as a resource who can advance the school’s goals and commitment to inclusion.
  • Frame challenging conversations with curiosity as a partner, not an adversary.
  • Approach administration collaboratively to build trust and mutual respect.
When an antisemitic incident impacts the school community.

Develop a clear response protocol:

  • Immediate response (<24 hours): Alert the appropriate administrators; issue calm, measured communication to families; report the incident to ADL.
  • Short-term actions: Request transparency on steps taken; co-host parent forums; share ADL resources with school leadership.
  • Long-term collaboration: Work with administration on addressing problematic content, policy gaps, proactive Jewish inclusion initiatives, and security reviews.
Sustain and celebrate success.

Build long-term momentum:

  • Set annual metrics (participation rates, cross-affinity events) and share results with the community.
  • Rotate event leadership, considering future leadership roles to prevent burnout.
  • Highlight achievements to maintain momentum and community engagement.

Jewish affinity groups – formal or informal – in your independent K-12 school can play an important role in catalyzing positive change initiatives that support Jewish students and families. By working together on advancing key priorities, you can strengthen advocacy efforts to combat antisemitism and promote Jewish inclusion in your school. 

Engaging Elected Officials to Address Antisemitism in K-12 Schools

Elected officials play a key role in helping to curb these disturbing trends, whether through legislation, budgeting, and oversight, or by using their platforms to call out antisemitism, counter misinformation, and reinforce that Jewish students’ safety and equal access to education are nonnegotiable.

1. Organize or request a face-to-face meeting with your local or state representative.

Build the relationship from the start:

  • Introduce yourself and build your relationship by sharing where in their district you live, your involvement in community institutions, the schools you are connected to in their district, etc.
  • Make a personal connection by highlighting a shared experience or interest related to the elected official’s district, community involvement, or areas of work (e.g. enthusiasm for their attendance at a local event, appreciation for a public statement they made, etc.).
  • NOTE: Any constituent can request a meeting with their elected officials.

Prepare thoroughly:

  • Research your representative's website and social media to understand their personal interests and priorities.
  • Prepare a concise document with specific examples and data about your concern. You can reach out to your regional ADL office, or use ADL’s HEAT Map, to gather data on K-12 antisemitism in your area.
  • If possible, you may want to bring a small coalition of parents and/or community leaders to demonstrate community concern.

Plan to make a specific request:

  • Make sure you don’t leave the meeting without making a specific ask. It can be about particular legislation, their leadership in community or oversight abilities, or generally pledging to stay informed about school issues in the district.
  • Ask the lawmaker to help brainstorm possible solutions (legislative or otherwise) to the problem you’ve identified. Secure the lawmaker’s commitment to making public statements supporting Jewish inclusion in all K-12 educational settings.

2. Present data and personal stories.

Share your story about the issue:

  • Explain the issue/your concern using a personal anecdote: How did antisemitism and hate affect you personally? Most importantly, why does this matter to you?
  • Support your claim with data that demonstrates the broad impact of your issue, especially data that is specific to your representative's district.
  • Stay focused on the issue and your specific request.

Share ADL research findings:

  • 2024 ADL research shows over one-third of all parents say their children have witnessed or experienced antisemitism in class materials or discussions.
  • A 2025 ADL study of independent schools found 78.7% of parents raised concerns about antisemitism, yet only 38.4% felt school leaders responded appropriately.
  • Prepare personal testimonials from multiple families to demonstrate patterns.
  • Document specific incidents that show systemic issues, not isolated cases.

Encourage officials to:
•    Where possible, request data from schools on antisemitic incidents and response protocols. 
•    Hold hearings, townhalls, or “meet and greets” in districts or individual schools on the topic of antisemitism in K-12 schools.
•    Educate constituents regarding remedies available to them in response to antisemitism in K-12 schools. 
•    Speak out on antisemitism in K-12 schools.

3. Discuss potential legislative, administrative or regulatory solutions.

Understand the elected official's background:

  • Learn about your elected leaders' priorities through research on their website, social media platforms, and media interviews.
  • If they are a local or state official, find out if they sit on an education-type committee in the legislature.
  • If they are a school board member (local or state), research how long they have been on the board and positions they have taken.

Research and propose solutions:

  • Consult with your ADL regional office for information on current laws in your state that apply to public and/or independent schools. Review ADL’s U.S. Jewish Policy Index here for insight into your state’s opportunities for change.
  • Research and talk about current experiences with local and/or state curriculum mandates, professional training for educators and students, and anti-harassment protections in place. You also could highlight the lack of any of these items and ask how they might be able to assist in addressing each through new laws or stronger enforcement through current laws.
  • Seek information from your ADL regional office on legislative changes to strengthen your state's legislative framework and share this in your meetings.

Encourage officials to:

  • Follow up with and connect with their regional ADL office to explore legislation to counter antisemitism in K-12 schools.
  • Examine accountability measures for schools that receive state or local government funds.
  • Continue to support comprehensive policy solutions as a critical priority for protecting Jewish students and ensuring safe learning environments for all.

4. Suggest elected officials use a "Call-In" approach with school leaders.

Speak out and organize:

  • Emphasize positive engagement of school leaders when possible.
  • Offer to help organize a forum about addressing antisemitism in K-12 schools, convening school leaders, board members, parents and experts.
  • Encourage elected officials to ask school leaders what additional resources or supports are needed to address antisemitism in schools.

Encourage officials to:

  • Invite independent school leaders to participate in community discussions or trainings on addressing antisemitism – either among educational or nonprofit leaders in the community.
  • Recognize schools, including independent schools, that implement strong antisemitism policies and promote Jewish inclusion.
  • Host roundtable discussions on addressing antisemitism in K-12 schools. 
  • Establish regular check-ins to communicate urgency and importance.

5. Share your call to action.

Make a clear and direct request:

  • Finish by clearly and concisely requesting that they take specific action to address your issue.
  • Thank them by expressing your appreciation that they took the time to meet with you.

6. Follow up on these meetings for sustained impact.

After meetings with elected officials:

  • Document all commitments made during discussions.
  • Create a timeline for expected actions and follow-up.
  • Maintain regular contact with officials and their staff offering resources to support their efforts.
  • Share success stories from schools that implement positive changes.

Remember that elected officials value constituent relationships. By approaching them as partners in your advocacy, you can help create meaningful change that protects Jewish students and promotes inclusion in K-12 school settings.

 

Curated Content of Foundational Knowledge about Antisemitism and Anti-Zionism

As a parent advocating for addressing antisemitism, promoting Jewish inclusion, and stopping anti-Israel hate in schools, you may want a stronger foundation in several key topic areas. Below is a comprehensive guide to help you engage confidently with educators and school leaders who consider themselves subject matter experts.

1. Understanding Antisemitism

Key Concepts:

  • Definition of Antisemitism: Antisemitism refers to prejudice, discrimination, or hostility directed at Jewish people, based on negative stereotypes, myths, or misinformation about Jews, Judaism, or Jewish identity. Antisemitism also includes demonizing, delegitimizing, or applying a double standard to Israel, the Jewish state.
  • Historical Context: Antisemitism has evolved throughout history while maintaining consistent themes.
  • Modern Manifestations: Antisemitic tropes, stereotypes, symbols and misinformation appear in contemporary settings, including K-12 public and independent schools.

Helpful Resources:

  • Understanding Antisemitism and Anti-Zionism – Clear definitions of these terms and how antisemitism manifests.
  • Antisemitism Uncovered: A Guide to Old Myths in a New Era – Examines antisemitic myths.
  • Books:
    • Antisemitism Here and Now by Deborah Lipstadt
    • A Convenient History: The History of Antisemitism by Phyllis Goldstein
    • People Love Dead Jews by Dara Horn
    • Denying the Holocaust by Deborah Lipstadt
    • Uncomfortable Conversations with a Jew by Noa Tishby and Emmanuel Acho
    • Jews Don't Count by David Baddiel
    • Future Tense: Jews, Judaism, and Israel in the Twenty-first Century by Rabbi Lord Jonathan Sacks
  • ADL's Hate Symbols Database

2. Jewish Identity and Culture

Key Concepts:

  • Diversity of Jewish Identity: Understanding that Jewish identity encompasses religion, ethnicity, culture and more.
  • Jewish Cultural Practices: Familiarity with Jewish holidays, traditions and customs.
  • Jewish American Contributions: Knowledge of Jewish contributions to American society and culture.

Helpful Organization Sites to Visit:

3. Israel and Zionism

Key Concepts:

  • Definition of Zionism: Zionism is the movement for self-determination and statehood for the Jewish people in their ancestral homeland of Israel.
  • Israel's History: Understanding the historical context of Israel's establishment and development.
  • Connection to Jewish Identity: Approximately 80% of Jews, including those who identify as atheists, consider Zionism integral to their Jewish identity.
  • Distinguishing Legitimate Criticism from Bias: Questioning the Israeli government’s policies and actions is not anti-Zionist. Criticism of the Israeli government is acceptable in democratic discourse. Bias is when someone questions the existence or legitimacy of Jewish self-determination and the State of Israel; claims Jews or Judaism is responsible for the Israel government’s actions; holds the State of Israel to a double standard not applied to other nations; or demonizes Jews through anti-Jewish conspiracies.

Helpful Resources:

By familiarizing yourself with these topic areas and resources, you'll be well-equipped to advocate effectively for addressing antisemitism, promoting Jewish inclusion, and stopping anti-Israel hate in your child's school. Remember that building relationships with school leaders and approaching these conversations with respect and a collaborative spirit will often yield the best results.