Sir David Bell’s report, published on 21 October 2026, exposes the scale of antisemitism in schools and colleges and recommends stronger safeguarding, training and accountability measures. UK Lawyers for Israel (UKLFI) welcomes the adoption of major recommendations it made to the review but warns that more must be done to address inaccurate and one-sided teaching and teaching materials about Israel.

The comprehensive review, commissioned by the Department for Education, identifies widespread antisemitism in educational settings and calls for a more consistent and effective response from schools, colleges, teachers and government. The UK government has accepted all 27 recommendations of the review.

UKLFI submitted detailed evidence to the review, drawing on its experience of assisting parents of Jewish pupils who have experienced antisemitism, and making recommendations for strengthening safeguarding, improving the handling of complaints, ensuring political impartiality and addressing misleading educational resources.

The scale and seriousness of antisemitism in schools

Sir David Bell’s report paints a deeply concerning picture of the experiences of Jewish pupils, students and teachers.

Survey evidence cited in the report found that one in five young people had witnessed or experienced antisemitism. Among respondents who identified as Jewish, the figure rose to almost three in five (59%).

Of those who had witnessed or experienced antisemitism, 68% said it occurred in social areas, 44% online or on social media, and 38% in lessons or classrooms. Jokes, stereotypes and derogatory comments about Jewish people were the most commonly reported forms of antisemitism.

The findings also reveal serious shortcomings in how educational institutions respond to incidents. Approximately half of respondents who had witnessed or experienced antisemitism said that incidents had not been reported. Common reasons included a belief that the incident was not serious enough or that it would not be taken seriously. Among respondents who said an incident had been reported, 27% considered the school or college’s response ineffective.

The report identifies further problems affecting Jewish teachers and other members of staff, including harassment, exclusion, stereotyping and inadequate institutional responses. Some Jewish professionals reported feeling unsupported, while antisemitic hostility has contributed to the departure of staff from their positions.

The review also highlights the difficulty some schools face in recognising contemporary antisemitism, particularly when it arises in discussions about Israel and the Israel-Palestine conflict. It stresses that antisemitism may be expressed through stereotypes, conspiracy theories and hostility directed at people because of their Jewish identity or perceived association with Israel.

Sir David Bell concludes that antisemitism must be recognised and addressed in its own right, rather than being treated solely as part of a general approach to racism and prejudice.

UKLFI recommendations reflected in the Review

UKLFI welcomes the fact that several important recommendations in its submission have been reflected in the Review’s conclusions.

Recognition of antisemitism as a safeguarding concern

UKLFI argued that antisemitic bullying and harassment should not be treated merely as ordinary behavioural or disciplinary matters. Persistent intimidation and identity-based hostility can cause serious emotional harm and should be recognised as safeguarding concerns.

The Review recommends strengthening the Department for Education’s Keeping Children Safe in Education guidance to make clear that racism and prejudice, including antisemitism, may constitute harm, and that early identification, challenge and intervention are important safeguarding responses.

Improved recording and reporting of antisemitic incidents

UKLFI called for clearer and more consistent systems for identifying, recording and monitoring antisemitism in schools and colleges.

The Review recommends that schools and colleges establish accessible systems for reporting, recording and monitoring antisemitic incidents. It also recommends that recording systems include a specific category for antisemitic incidents, capturing their nature and type and encompassing both identifiable victims and wider manifestations of antisemitism.

Stronger training and professional standards

UKLFI emphasised the need for staff to understand contemporary antisemitism and their responsibilities under safeguarding, equality and political impartiality requirements.

The Review recommends wider adoption of the International Holocaust Remembrance Alliance (IHRA) working definition of antisemitism, supported by training for school and college leaders, designated safeguarding leads, staff and trainee teachers.

It also recommends amending the Teachers’ Standards to make clear that antisemitic, racist and other discriminatory conduct is incompatible with professional standards, including conduct outside school and online.

Clearer guidance on political impartiality

UKLFI raised concerns about political campaigning and the display of political symbols in schools, particularly where these contribute to an atmosphere in which Jewish or Israeli pupils feel unwelcome or intimidated.

The Review recommends strengthening guidance on political impartiality to provide clearer practical examples, particularly in relation to contemporary and sensitive geopolitical issues. It also calls on school leaders to consider carefully the circumstances in which political symbols, flags, slogans and expressions of political views are appropriate, taking account of their legal duties and the need to protect pupils’ welfare and inclusion.

Better education about Jewish life and contemporary antisemitism

UKLFI argued that pupils need a more accurate and balanced understanding of Jewish identity, history, culture and the contemporary experiences of Jewish communities.

The Review recommends that Judaism be represented with appropriate depth and coherence in the proposed curriculum framework for religious education. It also calls for better Holocaust education, more effective teaching about contemporary antisemitism, improved media literacy and opportunities for pupils to engage with Jewish communities and contemporary Jewish life.

The report further recommends that the Department for Education develop and publish practical resources to help schools and colleges address antisemitism and discuss controversial issues, including significant global events relating to the Israel-Palestine conflict.

UKLFI is pleased that these important issues have been recognised and that a number of its recommendations have been taken on board. The recommendations provide a basis for more consistent action to protect Jewish pupils and staff and to ensure that antisemitism is identified and challenged rather than minimised or ignored.

Disappointment that the underlying problem remains insufficiently addressed

Despite these welcome recommendations, UKLFI is disappointed that the Review does not adequately address the problem of inaccurate, misleading and politically one-sided information about Israel used in teaching, teaching materials and educational activities.

UKLFI’s submission highlighted a recurring pattern of resources about Israel and Palestine which, in its experience, present disputed allegations as established facts, misrepresent historical events or portray Israel and its actions in an unbalanced and misleading way.

Examples identified in the submission included teaching materials presenting Israel’s military action in Gaza as constituting genocide without adequately explaining that the legal conclusion was disputed and had not been determined by a competent court; materials framing the Hamas terrorist attacks of 7 October 2023 as justified retaliation; and historical resources and terminology which UKLFI considered misleading in their treatment of Jewish history, presence and connections to the land of Israel.

UKLFI also raised concerns about the use of so-called “shrinking Palestine” maps which purport to illustrate the loss of Palestinian land ownership over time but do not actually depict land ownership and convey a misleading historical narrative.

Such materials matter because teaching does not take place in a vacuum. The information pupils receive about Israel, Jewish history and the Middle East can shape their perceptions of Jewish people and their understanding of Jewish identity. When materials are inaccurate or politically partial, they risk reinforcing hostile narratives and contributing to an environment in which Jewish pupils are singled out, stigmatised or held responsible for the actions of the Israeli government.

UKLFI’s submission therefore called for mandatory assessments of political impartiality, factual accuracy, safeguarding implications and age-appropriateness before externally produced educational resources dealing with politically sensitive issues are used in schools. It also recommended that schools maintain records of external resources, programmes, workshops and assemblies, making them available for appropriate scrutiny by parents and regulators.

For resources dealing specifically with Israel, Zionism, the Jewish people, antisemitism and the Israel-Palestine conflict, UKLFI proposed consideration of a Department for Education review and approval framework, or, at a minimum, mandatory assessments before such resources are used.

The Review does recommend the development of practical resources to help teachers discuss controversial issues and respond to significant global events. It also recognises the importance of challenging misinformation and conspiracy theories, and of facilitating balanced discussions about the Israel-Palestine conflict.

However, it does not go as far as UKLFI proposed in establishing specific requirements for assessing the factual accuracy and political impartiality of external teaching materials before they are used, maintaining records of those materials, and making them available for public scrutiny.

UKLFI considers that this is a significant omission. General guidance on antisemitism and political impartiality is important, but it will not necessarily prevent misleading resources from being introduced into classrooms or ensure that concerns about them are properly investigated.

Implementation must now be a priority

The Review makes 27 recommendations intended to strengthen the education system’s ability to prevent and respond to antisemitism. Their effectiveness will depend on whether the Department for Education, schools, colleges and other relevant bodies turn them into practical action.

UKLFI welcomes the Review’s recognition that antisemitism must be addressed specifically and consistently, and that Jewish pupils and staff should not be expected to tolerate hostility or intimidation as an unavoidable consequence of wider political events.

However, meaningful progress also requires schools to examine the information and narratives being presented to pupils. Antisemitism cannot be tackled effectively if the education system addresses incidents of hostility but fails to scrutinise teaching materials that may contribute to the misconceptions and prejudices underlying them.

UKLFI will continue to advocate effective safeguards, proper accountability and accurate, impartial teaching about Israel and Jewish history, so that Jewish pupils can participate fully in school life without fear of harassment, marginalisation or discrimination.

UKLFI’s Chief Executive, Jonathan Turner, said:

“Sir David Bell’s review is an important and welcome recognition of the seriousness of antisemitism in our schools and colleges, and of the urgent need for effective action to protect Jewish pupils and staff. We are pleased that the report reflects a number of recommendations made by UKLFI, particularly on strengthening safeguarding, improving teacher training and ensuring that antisemitic incidents are properly recognised and addressed.

“However, tackling antisemitism also requires schools to ensure that pupils receive accurate, balanced and age-appropriate information about Israel and the Israeli-Palestinian conflict. We are disappointed that the review does not go far enough in addressing the use of misleading or one-sided teaching materials. Schools must be places where sensitive issues are taught with factual accuracy and political impartiality, and where Jewish pupils can participate in school life without fear of prejudice or hostility.”