Six Asks for Independent K-12 Schools

Independent K-12 schools play a critical role in shaping not only academic excellence but also the moral and social values of future generations. Since October 7, Jewish students and families in K-12 schools have experienced a disturbing rise in antisemitism – making it clear that schools must take clear, decisive action.

This includes having zero indifference toward antisemitism – particularly antisemitic symbols and antisemitic classroom content, which are increasingly becoming prevalent manifestations of antisemitism in K-12 schools – and implementing the policies necessary to educate the school community and form the foundations for administrative response. Schools must not only be responsive when antisemitism occurs but should actively celebrate and embrace Jewish identity to assure Jewish families that they belong. Anything less sends a dangerous message – and risks driving Jewish families away from independent K-12 school communities altogether.

The Six Asks below outline the immediate steps independent K-12 schools must take to ensure Jewish students are safe, supported and able to thrive.

1. Clearly define antisemitism and ensure consistent application of the definition in the implementation of school policies and curricula across all divisions.

Use the IHRA Working Definition of Antisemitism when responding to reports/complaints of antisemitic harassment and discrimination in independent schools and to guide administrators and faculty in assessing whether educational programming and curricula has antisemitic content.

Ensure that the parent-student handbook explicitly references antisemitism, includes the definition and clearly states that any form of harassment, intimidation, or targeting of students based on their Jewish or Israeli identity is strictly prohibited and will not be tolerated. Ensure that all members of the school community – including students, faculty, staff, administrators and parents – are made aware of the definition used, its purpose, and how it is applied.

Establish clear procedures and accountability measures to ensure the definition is consistently used in responding to antisemitic incidents. Be sure to include in response procedures the importance of teaching students about antisemitic tropes, stereotypes and symbols so they learn why their words or actions had a consequential impact.

Reinforce to the school community at appropriate opportunities throughout the year how the definition informs school responses, policies, and disciplinary responses to build trust and transparency around combating antisemitism.

2. Educate students, teachers and community members about contemporary antisemitism, and ensure robust Holocaust education in school.

Ensure antisemitism awareness programming is offered, include Jewish history in curricula, and adopt comprehensive Holocaust education.

Ensure that all staff members and faculty are taught about contemporary manifestations of antisemitism, including the symbols, slogans, and conspiracy theories increasingly present in K–12 environments, and their impacts on Jewish communities.

Establish concrete parameters for what constitutes age-appropriate content and clearly define what falls outside the boundaries of civil discourse, critical learning and inclusion. This includes subject matter, opinions and perspectives that require complex study and nuance to ensure an apolitical, unbiased presentation of content.

3. Clearly communicate and enforce all policies and protocols and ensure transparency.

Implement and enforce your student, community and employee policies as they relate to conduct, bullying, discrimination, harassment, and retaliation for incidents involving antisemitic content, rhetoric or symbols. Outline clear reporting and investigation mechanisms, ensuring transparency where possible and follow through – including communication with an entire classroom, parents or school community, as appropriate.

When students engage in activism it is important to acknowledge their voices while ensuring their activities remain respectful of all community members including Jewish students and staff. Discuss intent versus impact with student activists and maintain open communication with student organizers. After learning and reflection, help students take constructive action through awareness campaigns, letter-writing, or community service and model respectful language and dialogue during robust discourse. Ensure the school environment remains safe for all while discouraging harmful language targeting any group. Hold school forums representing diverse perspectives, review speech policies, teach about First Amendment rights in our democracy and its limitations, and build skills in civil discourse that support respectful engagement across differences.

4. Ensure that schools do not teach or present problematic content that amplifies antisemitism and anti-Zionist bias.

Ensure all curricula and lessons on Israel, Judaism, Jewish people, or the Holocaust do not contain negative bias that amplifies antisemitism or delegitimizes, demonizes or applies a double standard to the State of Israel.

Establish and enforce clear policies to ensure that educators adhere to agreed-upon course curricula and avoid introducing content or commentary that falls outside the scope of the subject matter or undermines the school’s commitments to inclusion and respectful discourse.

Actively review existing curricula – particularly in the humanities departments and arts programming – to identify and address content that contains antisemitic tropes, delegitimizes or demonizes the State of Israel, or presents Judaism, Jewish history, or the Holocaust with negative bias or distortion.

Expand curricular content where necessary to meaningfully include Jewish voices and experiences.

Provide targeted professional development for faculty - especially those involved in teaching humanities courses and the arts - on Jewish identity, its connection to Israel, and the diverse perspectives within Jewish communities. Ongoing learning opportunities should be offered to support faculty in navigating complex topics in a way that challenges their assumptions and expands their knowledge base without perpetuating bias or exclusion.

5. Speak out and take corrective action when antisemitism takes place.

Respond to antisemitism in your school with clear, unequivocal condemnation and treat antisemitism with the same urgency as all other forms of hate and discrimination, taking swift action to investigate, address, and remedy hostile environments. Communicate with faculty, staff, students and parents and comment on significant antisemitism and high-profile acts of hate in the larger community and nation to demonstrate awareness, solidarity, and a clear stance against hate.

In addition to speaking out, schools should consider providing individual counseling, support groups, assemblies, staff training, age-appropriate student education, community outreach, and climate surveys and establishing task forces or committees on antisemitism – some of which may be legally required if a hostile environment exists – to prevent further harm and foster a safe, inclusive environment.

This responsibility extends beyond the individual school community; schools should also actively respond to and condemn instances of antisemitism in the local area, with partners and within independent school associations, networks, or affiliated organizations of which they are members.

6. Embrace Jewish students in a welcoming and inclusive environment that acknowledges their identities and the diversity of the Jewish people.

Take proactive, reasonable steps to accommodate students’ religious beliefs and observances.

Living the school’s values must include genuine respect and consideration for Jewish students, families, faculty, and staff - not only in daily interactions, but also in institutional practices.

Excuse absences for religious holidays, avoid scheduling major school events and assignments on those days, and provide reasonable accommodations for religious attire and dietary needs.

Create intentional opportunities throughout the year for the school community to learn about Jewish identity, heritage and history. This can include meaningful programming or lessons during Jewish American Heritage Month (May), Yom HaShoah, International Holocaust Remembrance Day, Rosh Hashanah, Hanukkah, Passover and other relevant moments. Include books about Jewish life, Jewish history, or Jewish characters in your curricula, classrooms and school libraries.

Invite Jewish students or their families to share their stories, cultural traditions or elements of their identity as a way to deepen the community’s understanding of their Jewish experience and the diversity of the Jewish people. Jews are not a monolith.

Critically, ensure that the responsibility to educate others about Jewish life and history does not fall solely on Jewish students or their families. Schools should adopt a top-down approach, led by administrators and educators, that reflects a commitment to inclusion and representation within the broader school culture.