If you think antisemitism is bad at the university level, wait until you read what’s happening in K-12 schools across the country.

A concerned teacher recently reached out to me, horrified by the content being used to educate students about antisemitism. The materials provided by the National Education Association (NEA), particularly a document from Jews for Racial & Economic Justice (JFREJ), are filled with misinformation and, in my view, are themselves antisemitic.

This teacher has tirelessly sought support from various Jewish organizations to address these concerns, but she keeps hitting a wall. It seems that many organizations are reluctant to do battle with a powerful union like the NEA, leaving this teacher and others like her without the necessary support to combat these problematic educational materials.

The JFREJ document propagates a specific political agenda, portraying Israel as a white settler colonial state and ignoring the complex history and diverse demographics of Israel and the Jewish people.

JFREJ’s document suggests that Jews with light skin are complicit in white supremacy — and that’s not the only Jew-hating piece of trash in this document.

By choosing to use this material, the NEA is making a political statement. This choice reflects an alignment with far-left perspectives rather than a balanced approach to addressing antisemitism.

By choosing a Jewish organization that does not represent mainstream Jewish thought, and in fact, an organization that most of the Jewish community believes spreads antisemitism, the NEA is insulting the Jewish community by defining antisemitism according to its radical agenda.

Jews for Racial & Economic Justice is a fringe group that has aligned with far-left ideologies, and partners with other ostensibly Jewish, but really antisemitic, organizations like Jewish Voice for Peace.

Recent headlines have been filled with reports of rising antisemitism on college campuses, but the more insidious threat lies in our K-12 schools. Ethnic studies programs, particularly those following the radical Liberatory Ethnic Studies (LES) model, are indoctrinating young students against Israel by falsely labeling it a white settler colonial state. This biased education fosters a generation of young antisemites.

There are disturbing trends in K-12 education. Jewish students are being targeted not only by their peers, but also by teachers and administrators. Parents have described their alarm as antisemitism infiltrates their children’s curriculum.

In Washington State, ethnic studies have infiltrated every aspect of K-12 education, evolving from a vague legislative suggestion into a mandate. Aggressive advocacy groups with deep pockets push for ethnic studies to be the lens through which all education is viewed, promoting a Marxist and Maoist-based liberatory model.

This model explicitly positions Palestinians as marginalized and Israel as a white colonialist oppressor, distorting history and legitimizing antisemitic views among young students.

The Liberatory Ethnic Studies (LES) model, rooted in power and oppression analysis, aims to transform the school system into an agent of change, often at the expense of academic excellence and democratic values.

Throughout California and other states, antisemitism in K-12 schools has become increasingly prevalent, particularly following the October 7 mass murder and rape of Israelis.

Reports detail shocking behaviors such as second-graders being told to write anti-Israel messages, teachers encouraging unsanctioned student protests in support of Gaza, and Jewish students being harassed with antisemitic slurs. Some teachers have even suggested that Israelis were responsible for the violence inflicted on them.

The Louis D. Brandeis Center for Human Rights Under Law and other Jewish organizations have been inundated with calls from concerned parents, especially in the Bay Area, reporting these incidents.

The Israeli American Council reported a 690 percent increase in antisemitic and anti-Israel incidents in K-12 schools within three months of the October 7 attack. These incidents ranged from student bullying and vandalism, to discriminatory class materials and teacher statements.

The reluctance of Jewish organizations to confront the NEA underscores the significant influence that powerful unions hold over educational policies. The struggle of the teacher I mentioned to gain support highlights a broader issue, where political considerations often overshadow the need to address serious concerns like antisemitism. The NEA’s powerful position makes it daunting for individuals and smaller organizations to challenge their decisions.

For educators seeking comprehensive and balanced resources on antisemitism, organizations like the ADL offer materials designed to combat hate and educate students without political bias. Their resources help ensure that schools promote understanding and respect rather than division and misinformation.

The current wave of antisemitism in our schools is a serious issue that requires immediate attention. It is time for the Jewish community and other concerned groups to take a stand and demand better from powerful unions like the NEA. Only then can we hope to create an educational environment that is truly inclusive and free from antisemitism. This effort is not just about addressing the present concerns, but is part of a broader mission I discuss in my forthcoming book, From Outrage to Action: A Practical Guide to Fighting Antisemitism.

The post The Ongoing Crisis of Antisemitism in K-12 Education first appeared on Algemeiner.com.