A teachers’ organisation in Scotland is promoting politically partisan and arguably antisemitic materials for teachers to use in Scottish classrooms including to very young children. 

Educators for Peace website

UK Lawyers for Israel (UKLFI) has written to Douglas Alexander the Secretary of State for Scotland, and to Jenny Gilruth, the Cabinet Secretary for Education and Skills in the Scottish Government, raising serious concerns about the organization ‘Educators for Peace’ (EFP).

UKLFI has also written to Education Scotland, every Scottish local authority and the General Teaching Council for Scotland (GTCS) setting out details of EFP’s worrying activities.

UKLFI has separately referred individuals associated with EFP to the GTCS for investigation into their fitness to teach.

UKLFI is pleased to report encouraging responses from a number of these authorities.

EFP

EFP describes itself as a network of educators promoting “peace pedagogies”.  In practice, UKLFI’s letters state that the organisation appears to operate as a vehicle for pro-Palestinian political advocacy that explicitly rejects the legal and professional requirement for teacher impartiality, asserting that: “neutrality and silence becomes complicity.”

Individuals associated with EFP have publicly endorsed calls for “a world without Israel”; characterised Israel as committing genocide and as an apartheid state, and described the Israel Defence Force, an army composed largely of conscripted civilians, as “genocidal maniacs.”

One co-founder has also used social media to assert that Hamas is not antisemitic and to justify the 7 October 2023 attacks, the worst massacre of Jews since the Holocaust, as a response to “occupation”. She is also understood to have delivered teacher workshops characterising the “River to the Sea” slogan as a benign expression of self-determination, a position at odds with the Prime Minister and authorities in multiple jurisdictions who have recognised it as antisemitic.

EFP is understood to have delivered approximately ten training events in recent months and is actively campaigning for its resources to be adopted in schools. Evidence reportedly taken from one EFP session includes the statement “ZIONISM IS THE ENEMY OF LIFE” and a passage understood to have been drawn from the will of Hamas influencer Saleh Al-Jafarawi reading: “If I am martyred, know that I have not gone. I am in paradise with my companions — Anas, Ismail, and all who were true to what they pledged to Allah.” The “companions” appear to refer to Hamas operatives Ismail al-Ghoul, a member of the Nukhba forces who participated in the 7 October massacre, and Anas al-Sharif, a Hamas cell leader operating under the guise of journalism.

EFP’s resources

EFP’s ‘Palestine for Early Years’ series, aimed at early years and primary pupils, includes materials that depict maps of Israel relabelled entirely as ‘Palestine’; present genocide allegations as established fact to young children; and direct teachers to a further resource commended in reviews for exposing the “manipulative Zionist narrative.”

One lesson plan recommends ‘Teaching Palestine,’ described by the North American Values Institute as “a handbook for indoctrinating children into the creators’ radical anti-Israel worldview” that downplays the Holocaust, disregards the events of 7 October, and includes modules titled “Israeli Apartheid and Settler Colonialism” and “Solidarity with Palestine.” One contributor to that curriculum filmed herself tearing down posters of Israeli hostages.

Another recommended classroom resource is ‘Baba, What Does My Name Mean? A Journey to Palestine,’ a picture book in which every map erases Israel entirely and labels the entire country ‘Palestine.’

The book’s author, Rifk Ebeid, has made a series of inflammatory public statements on social media, including: “We are rich in everything they are not… identity roots history culture faith humanity… Allah is sufficient for us, and He is the best protector”; “I am convinced they are this evil on earth so that they can face the worst fate possible in eternity”; and “the genocidal Israeli regime spares no one, but it sure does get a certain kind of maniacal high off of killing Muslims while they bow their heads in worship. ALLAHU AKBAR. GOD IS GREATER.”

Other EFP resources promote YouTube videos characterising Palestinians as having been “martyred” during the “Nakba,” describing 750,000 Palestinians as “forced” and “expelled” in 1948, and describing the First Intifada as a “protest.”

This is revisionist history. The term “Nakba” was coined by Constantin Zurayk in 1948 to describe the catastrophic failure of the Arab states to prevent the establishment of Israel, not any Israeli action. Zurayk described it as a self-inflicted wound, noting that “seven Arab states declare war on Zionism in Palestine, stop impotent before it, and then turn on their heels.”

The day after Israel’s establishment, every neighbouring Arab state attacked it, with the Arab League Secretary-General, speaking for six Arab nations, declaring it a “war of extermination” and a “momentous massacre to be spoken of like the Mongolian massacre and the Crusades”; “It will be impossible to contain the zealous volunteers arriving from all corners of the world to avenge the martyrdom of the Palestine Arabs, and viewing the war as dignifying every Arab and every Muslim throughout the world”.

The subsequent displacement of Arabs was the direct result of that political and military failure. Characterising those events as forcible displacement, while omitting that context entirely, is historical distortion.

Key Personnel of EFP

The most serious safeguarding concerns centre on one of EFP’s co-founders and founder of the group ‘Aqsa For Kids.’

A YouTube video shows her leading a session with young children in which she opens by recounting that the Prophet Mohammed was stoned “until his feet were bleeding,” tells the children that Al-Aqsa Mosque “belongs to every Muslim” and is their personal “job to protect it”.

She instructs them to flex their muscles “because Allah likes a strong Muslim” and leads them in the chant “I will be strong so that Al-Aqsa Mosque is strong, I will liberate Al-Aqsa Mosque Inshallah”.

She designates a daily prayer as “the most important prayer” and mandates that the children recite it: “Allah protect our brothers and sisters in Gaza, Allah protect Al-Aqsa Mosque, Allah grant us a prayer in Al-Aqsa Mosque when it’s liberated Inshallah.”

In a separate YouTube video aimed at Muslim parents and educators, she provides a framework for instilling devotion to Al-Aqsa in children’s “hearts and minds” arguing that traditional religious upbringing is insufficient and insisting on a “transition from the theoretical aspect of Islam to practical application.”

She urges parents to raise children who “actively work to correct what is wrong” using their “hand, tongue, or heart,” demands the total rejection of “Zionist terminologies” including the term “Temple Mount,” and characterises the liberation of Jerusalem as a necessity comparable to food and water that must be “the core of every Muslim family’s strategy.”

‘Aqsa For Kids’ and EFP sessions have been co-hosted with ‘Mothers Against Genocide Scotland,’ an organisation that appeared to endorse a social media post praising the “courage” of Elias Rodriguez and campaigning for his release following his murder of two Israeli embassy staff in an antisemitic terrorist attack in Washington DC in May 2025.

In addition, ‘Mothers Against Genocide Scotland’ has also promoted an event referring to the creation of a “Zionist-free zone”.

Legal Concerns

UKLFI has warned that the use of EFP materials in Scottish schools may conflict with a range of statutory duties placed on schools and teachers.

Under section 85 of the Equality Act 2010, schools must not harass pupils. Harassment is defined in section 26 as including conduct related to a protected characteristic that has the effect of creating a hostile, intimidating or offensive environment. Protected characteristics include Jewish ethnicity and religion, Israeli nationality, and Zionism as a philosophical belief (the belief that the Jewish people have a right to self-determination in their homeland, Israel),

Resources and educators presenting Israel as illegitimate, erasing Jewish historical connection to the region, or promoting inflammatory characterisations of Israelis risk creating precisely such an environment. Children from Jewish or Israeli backgrounds exposed to EFP’s materials or the rhetoric of its key personnel could not reasonably be expected to feel anything other than targeted, marginalised and unsafe.

Schools’ use of EFP materials is also incompatible with the Public Sector Equality Duty under section 149 of the Equality Act, which requires schools to have due regard to the need to eliminate discrimination and harassment and to foster good relations between protected groups.

Section 12(1A) of the Terrorism Act 2000 makes it an offence to express an opinion or belief that is supportive of a proscribed organisation where a person is reckless as to whether others may be encouraged to support it. Hamas is a proscribed terrorist organisation. The apparent endorsement of Hamas operatives, Ismail al-Ghoul and Anas al-Sharif, at an EFP training session raises serious concerns under this provision.

Content characterising Israelis as “genocidal murderers,” calling Israel a “terror state,” and promoting a Palestine “from the river to the sea” may constitute the offence of stirring up racial or religious hatred under section 4 of the Hate Crime and Public Order (Scotland) Act 2021.

Schools have a further statutory Prevent duty under section 26 of the Counter-Terrorism and Security Act 2015 to have due regard to the need to prevent people from being drawn into terrorism. UKLFI has asked authorities to consider urgently whether Prevent referrals may be appropriate.

Finally, a range of professional and statutory standards drawn from the Standards in Scotland’s Schools etc. Act 2000, the GTCS Code of Professionalism and Conduct, the GTCS Standard for Full Registration, and the Curriculum for Excellence briefing on political literacy, collectively require teachers to act with integrity, maintain political neutrality, respect cultural differences and beliefs, provide balanced and impartial teaching, and uphold public confidence in the profession.

EFP explicitly rejects neutrality and actively promotes an agenda that UKLFI submits is hostile to Jews. The conduct of some of its key personnel, all registered teachers in Scotland, represents, in UKLFI’s submission, a serious and sustained departure from those standards.

Education Scotland Confirms It Does Not Endorse EFP

Education Scotland’s Interim Chief Executive has responded confirming that Education Scotland does not endorse EFP or any of its resources.

Local Authorities – UKLFI’s Requests and Responses

UKLFI has asked all Scottish local authorities to:

• confirm they do not endorse EFP materials;
• investigate whether teachers in their areas have participated in EFP training;
• remind schools of their legal duties of impartiality;
• refer appropriate cases to the GTCS; and
• consider whether Prevent referrals are required.

Responses received from Local Authorities include the following:

Clackmannanshire: We can confirm that Clackmannanshire’s schools follow Scotland’s national curriculum, Curriculum for Excellence, which sets out clear expectations around political impartiality, equality and inclusion. All learning and teaching must align with this national guidance.

South Lanarkshire: The Council notes what you write and can assure you that it takes its legal duties very seriously. Your correspondence has been passed to relevant officers, to make them aware of your concerns

Aberdeen City:  All schools within Aberdeen City Council strictly adhere to Scotland’s national curriculum, Curriculum for Excellence. This curriculum provides clear expectations for all schools and educators, ensuring that learning and teaching maintain political impartiality, uphold equality, and foster inclusion. You can more information about these national guidelines here: https://education.gov.scot/education-scotland/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-building-from-the-statement-appendix-incl-benchmarks/  In addition, all teachers working within Aberdeen City Council are registered with the General Teaching Council for Scotland. This registration guarantees a high standard of professional conduct and delivery across the authority

Aberdeenshire: I want to reassure you that all schools in Aberdeenshire are committed to upholding the principles set out in Curriculum for Excellence and these emphasise political impartiality, equality, and the creation of inclusive learning environments. Every aspect of our educational provision is guided by these national standards, ensuring a balanced and respectful approach that considers the needs and backgrounds of all pupils.  Moreover, every teacher employed within Aberdeenshire is required to be registered with the General Teaching Council for Scotland (GTCS), which is the independent professional body responsible for regulating and upholding teaching standards across Scotland. As part of this registration, teachers must adhere to the GTCS Code of Professionalism and Conduct, which sets out clear expectations regarding professional behaviour, impartiality, and the safeguarding of pupils. The GTCS also provides robust mechanisms for investigating any concerns raised about a teacher’s conduct or professional practice, and we take any such matters extremely seriously.

Comhairle nan Eilean Siar: I wish to confirm that all schools in the Comhairle nan Eilean Siar area follow Scotland’s national curriculum, which sets out clear expectations around political impartiality, equality, and inclusion. All learning and teaching must align with this national framework and guidance. Education Officers and Headteachers continually monitor curriculum content, planning and resources to ensure compliance with the national curriculum framework and the principles and values it sets out. Furthermore, all teachers working in Comhairle schools retain full registration with the General Teaching Council for Scotland and maintain compliance with their Code of Professionalism and Conduct (COPAC) that documents the high professional standards our teachers must maintain

East Ayrshire: Thank you for your recent emails and please know I share your valid concerns about the rise in antisemitic rhetoric and terrorist events aimed at the Jewish community. By way of reassurance and response, I can advise that all of our schools adhere to the published Scottish RME curriculum at all stages and EFP have had no activity in our schools. In regards to preventative and protective measures, all Scottish teachers are bound by clear GTCS standards and to allow any platform in class or school, for any organisation promoting any form of bias on basis of protected characteristics, such as religion, is a breach in national GTCS standards and also a breach in the local authority disciplinary policies. I have advised all of my Headteachers and Central Officers that they should not engage with EFP, and have also alerted our Council Lead Equalities Officer as to this matter.

North Lanarkshire: For reassurance, we can confirm that our schools follow Scotland’s national curriculum, Curriculum for Excellence, which sets out clear expectations around political impartiality, equality and inclusion. All learning and teaching within North Lanarkshire must align with this national guidance (Education Scotland). Additionally, all teachers in our Local Authority are General Teaching Council for Scotland registered to ensure we maintain a high level of standards across all establishments. The Standards for Full Registration are explicitly clear on what the expectations are for teachers in Scotland. (Document > The Standard for Full Registration

Falkirk: To our knowledge, none of our schools have engaged with ‘Educators for Peace’ (EFP). Falkirk Council can confirm that our schools operate within Scotland’s national curriculum, Curriculum for Excellence. This national framework sets out clear expectations around political impartiality, equality and inclusion and all learning and teaching is required to align with this guidance.  Schools and staff are expected to exercise professional judgement in line with these national requirements. Where concerns are raised, they are considered through the appropriate established processes.I would also like to reassure you that antisemitism is treated explicitly as a form of racism and is addressed through national anti‑racism guidance for schools, most recently the March 2026 update of ‘Whole School Approach to Racism and Racist Incidents’: https://www.gov.scot/publications/whole-school-approach-racism-racist-incidents/. In addition, all teachers employed by the Council are required to be registered with the General Teaching Council for Scotland and are subject to its professional standards and code of conduct.

Highland: We can confirm that to our knowledge no school in the Highland area has engaged with EFP training or materials and so subsequently no guidance has been issued, or is under consideration, regarding the use of EFP’s materials in schools.

UKLFI Statement

A UKLFI spokesperson said: “We are deeply concerned about the longer-term implications for the safety and wellbeing of Jewish pupils and the wider Jewish community in Scotland if organisations such as EFP are permitted to spread hate and misinformation.

These concerns arise at a time of marked increases in antisemitism across the UK, including several very serious recent incidents. Antisemitism has been described as the UK’s ‘biggest national security emergency’ since 2017 by Jonathan Hall KC, the Government’s independent reviewer of terror and state threats.

Rhetoric of the kind promoted by EFP risks further normalising hostility towards Jewish people and is likely to contribute to the spread of antisemitic attitudes and, ultimately, to an increased risk of antisemitic intimidation and violence.

We are therefore very pleased to have received a number of responses from Local Authorities confirming their intention to uphold the standards of academic rigour for which Scottish education has a well-deserved reputation.”