England to Treat Antisemitism as a Safeguarding Issue in Schools After Review Finds Widespread Prejudice

A government-commissioned review led by former Ofsted chief Sir David Bell has made 27 recommendations to tackle anti-Jewish hatred in schools and colleges, with the government accepting all proposals.

Schools and colleges across England will be urged to treat antisemitism as a distinct category of harm and strengthen safeguards for Jewish students following an independent review that found widespread prejudice in educational settings.

The review, commissioned by the Department for Education in March 2026 and led by former Ofsted chief Sir David Bell, made 27 recommendations after finding that three in five Jewish students in England had experienced prejudice. One in five students overall reported witnessing antisemitism, while many incidents went unreported because students and teachers lacked confidence that complaints would be addressed appropriately.

The findings have prompted calls for a more targeted approach to identifying, reporting and preventing anti-Jewish hatred. Education Secretary Lucy Powell announced in the House of Commons that the government had accepted all 27 recommendations, alongside plans for additional funding and training resources to support implementation.

Why general anti-racism policies are not enough

Bell argued that existing approaches to tackling racism and discrimination had failed to identify antisemitism adequately as a distinct form of prejudice.

“We do need to name antisemitism as a particular kind of prejudice and hate because I think if you don’t name it, you don’t actually know what you’re tackling or what you’re going to be able to do to respond to it,” Bell said in a statement to the BBC.

The review recommends that schools and colleges record antisemitism separately from general racist incidents and establish an explicit safeguarding responsibility to protect students from anti-Jewish hatred.

It also calls for stronger teacher training, clearer guidance on political impartiality during discussions of sensitive international issues and improved educational resources to help pupils recognise and challenge prejudice.

The proposed measures are intended to ensure that antisemitic harassment is identified and addressed consistently rather than overlooked within broader policies on bullying or discrimination.

Antisemitic incidents rise in educational settings

The review comes amid a reported increase in antisemitic incidents in the United Kingdom. Data from the Community Security Trust (CST) showed that recorded incidents in educational settings rose from 112 in the first half of 2025 to 178 during the corresponding period in 2026.

The findings also highlighted challenges in Holocaust education. According to the review, 40% of secondary school teachers surveyed who taught the Holocaust reported encountering antisemitism during those lessons or among their students.

Powell told MPs that antisemitic narratives had gained renewed visibility online, warning that prejudice was being amplified through digital platforms and reaching children in their homes.

She called for a broader national conversation about contemporary antisemitism, including how it manifests, why it spreads and how schools can help young people challenge it.

Holocaust education and Jewish history to receive greater attention

The government plans to strengthen education about Jewish history, culture and contemporary life alongside existing Holocaust education.

Powell confirmed that Holocaust education would remain compulsory under the national curriculum, while schools would be encouraged to provide a broader understanding of Jewish communities and their contributions to British society.

“As part of the curriculum, we will ensure the contribution, the culture, and the history of Jewish people in Britain is well understood and appreciated. Judaism is a diverse, modern, and generous faith tradition, and the curriculum should reflect that too,” Powell said.

The review also recommends adopting the International Holocaust Remembrance Alliance (IHRA) working definition of antisemitism as a tool for helping schools understand and identify anti-Jewish prejudice.

Debate surrounding the definition has become particularly prominent in discussions about Israel and Palestine. Powell stressed that holding British Jews collectively responsible for the actions of the Israeli government, or targeting them because of concerns about Palestine, constitutes antisemitism.

The recommendations also emphasise the need for schools to maintain political impartiality when discussing international conflicts and related controversies.

Government promises funding and training

Responding to questions from MPs about implementation, Powell confirmed that additional financial support would accompany the reforms. The proposed assistance includes resources for teacher training and classroom materials.

The funding is intended to help schools respond to incidents, strengthen staff understanding and improve the quality of teaching about Jewish history and antisemitism.

However, the impact of the reforms will depend on how effectively schools translate the recommendations into everyday practice. Clear reporting procedures, trained staff, consistent action against harassment and confidence among pupils that complaints will be taken seriously will be central to implementation.

Jewish organisations welcome the recommendations

Jewish community organisations welcomed the review and the government’s commitment to implement its recommendations.

Karen Newman, vice-president of the Board of Deputies of British Jews, said the findings highlighted the need for a determined and consistent response to antisemitism in educational institutions.

She stressed that the measures were intended not only to protect Jewish pupils and staff but also to safeguard all children from hateful and extremist ideas.

Newman also welcomed the proposed adoption of the IHRA definition, improved education about Jewish life and clearer expectations concerning political impartiality. She raised concerns about external political pressures and materials entering schools that could deepen divisions among pupils.

The Community Security Trust similarly welcomed the review, describing it as an important acknowledgment that existing structures had not adequately addressed anti-Jewish prejudice.

The organisation said Jewish pupils and staff had too often experienced harassment, intimidation and extremist behaviour in settings where they should feel safe and included.

It called for effective implementation, appropriate staff training and consistent action whenever antisemitism occurs.

Implementation will determine the outcome

The acceptance of all 27 recommendations marks a significant policy commitment, but the challenge now lies in ensuring that the proposed changes reach classrooms across England.

Schools will need clear guidance, adequate resources and the confidence to identify antisemitism without overlooking other forms of discrimination. Teachers will also need support to address sensitive discussions about Israel, Palestine, Jewish identity and contemporary politics in ways that protect pupils while preserving appropriate educational debate.

Ultimately, the success of the reforms will be measured not simply by whether schools adopt new policies, but by whether Jewish students can learn without fear of harassment and whether every pupil is better equipped to recognise and challenge prejudice.

The review places education at the centre of that effort, calling for schools to become places where differences in religion and identity are understood rather than used as grounds for exclusion.