EndJewHatred (EJH), a Jewish civil rights nonprofit group based in New York City, declared war on K-12 antisemitism on Tuesday, launching its new “End Hate in Education” initiative in the US and beginning preparations for a push into the Canadian media market.

“For too long, classrooms have been used as platforms for pushing divisive ideologies that undermine our core values,” EJH founder Brooke Goldstein said in a statement on Tuesday. “Across the United States, K-12 schools and college campuses have become incubators of extremist ideology, including pro-terror and radical Islamist agendas. The End Hate in Education campaign is about reclaiming our schools, defending civil liberties, and ensuring that every child — regardless of background — can learn in an environment grounded in truth, respect, and constitutional values.”

In press materials, EJH outlined six objectives for the campaign — “curriculum transparency,” “rejecting political indoctrination,” “accountability through funding,” “examination of the rule of foreign funding,” “strategic legal action,” and “grassroots mobilization” — all of which serve its larger, ambitious goal of eradicating from public schools not just antisemitism but all forms of “hate and harassment.”

Creeping antisemitism in public education is a growing problem, as The Algemeiner has reported previously. In June, for example, the North American Values Institute (NAVI) raised alarms when the Wissahickon School District (WSD) in Ambler, Pennsylvania presented as fact an anti-Zionist account of the Israeli-Palestinian conflict to its K-12 students by using it as the basis for courses taken by honors students.

The material, provided by virtual learning platform Edgenuity, implied that Israel is a settler-colonial state — a false assertion promoted by neo-Nazis and jihadist terror groups — while referring to the founding of Israel as the “nakba,” the Arabic term for “catastrophe” used by Palestinians and anti-Israel activists. Based on documents obtained by The Algemeiner, the material does not seemingly detail the varied reasons for Palestinian Arabs leaving the nascent State of Israel at the time, including that they were encouraged by Arab leaders to flee their homes to make way for the invading Arab armies. Nor does it appear to explain that some 850,000 Jews were forced to flee or expelled from Middle Eastern and North African countries in the 20th century, especially in the aftermath of Israel’s declaring independence.

Another module reviewed by The Algemeiner contains a question based on a May 15, 1948, statement from The Arab League — a group of countries which adamantly opposed Jewish immigration to the region in the years leading up to the establishment of the State of Israel and refused to condemn antisemitic violence Arabs perpetrated against Jewish refugees — after Israel declared its independence. The passage denies that Jews faced antisemitic indignities when the land was administered by the Ottoman Empire, a notion that is inconsistent with the historical record, and asserts that “Arab inhabitants” are “the lawful owners of the country.”

Following the passage, students are asked to agree with its content as a prerequisite for proceeding to the next module. That means selecting as the correct answer the choice which says “the creation of Israel failed to consider Arab interests.”

Speaking to The Algemeiner during an interview on Tuesday, Gerard Filitti, senior counsel of EJH and The Lawfare Project, a partner organization, said the Wissahickon case highlights the degree to which antisemitism and anti-Israel bias has planted itself in public schools.

“What we’re seeing in colleges and universities is just the tip of the iceberg. The radicalization in schooling, in reality, starts much earlier,” Filitti said. “We’re seeing lesson plans which push the idea that Israel is a genocidal state, or that it is an illegitimate state. We see faculty and administrators who do not support Zionist identity and reject that it can be the basis of discriminatory hate.”

“College campus antisemitism has gotten a lot of attention because we see the effects, the protests, the barricades, and encampments,” he added. “In K-12, it’s not as flagrant. It’s educational material that’s talked about in the classroom and which parents may not be aware of unless they talk with their children about what’s happening in school. So this has essentially been a secret issue because the American people are not aware of what children are learning in schools or how schools have been handling antisemitism in school.”

Antisemitism in K-12 schools has increased every year of this decade, according to data compiled by the Anti-Defamation League (ADL). In 2023, antisemitic incidents in US public schools increased 135 percent, a figure which included a rise in vandalism and assault.

The problem has led to civil rights complaints and lawsuits.

In September 2023, for example, some of America’s most prominent Jewish and civil rights groups sued the Santa Clara Unified School District (SCUSD) in California for concealing from the public its adoption of ethnic studies curricula containing antisemitic and anti-Zionist themes. Then in February, the school district paused implementation of the program to settle the lawsuit.

One month later, the Louis D. Brandeis Center for Human Rights Under Law, StandWithUs, and the ADL filed a civil rights complaint accusing the Etiwanda School District in San Bernardino County, California, of doing nothing after a 12-year-old Jewish girl was assaulted, having been beaten with stick, on school grounds and teased with jokes about Nazi leader Adolf Hitler.

The problem has taken hold in private schools as well, according to a recent Anti-Defamation Leage (ADL) survey.

Among surveyed school parents, 25.2 percent said their children had experienced or witnessed antisemitic symbols in school since the Hamas-led Oct. 7, 2023, massacre across southern Israel, the data showed. Perhaps more striking, 45.3 percent of surveyed parents reported that their children had experienced or witnessed some form of antisemitism since the Hamas atrocities of Oct. 7, and 31.7 percent said their children had “experienced or witnessed problematic school curricula or classroom content related to Jews or Israel.”

Parents are displeased with schools’ handling of the issue, the ADL said. Focus groups told its experts that schools decline to denounce antisemitism or resort to denying altogether that it is fostering a negative learning environment which causes student discomfort and precipitous declines in academic performance. In a poll, over a third of parents have said their local school’s response “was either somewhat or very inadequate.”

Moreover, diversity, equity, and inclusion programs, which were purportedly meant to improve race relations, abstain from recognizing antisemitism as a form of hatred meriting a focused response from administrators. The Algemeiner has previously reported that many of those programs also ignore antisemitism because they actively contribute to spreading it. Due to this, schools often lack authority figures who understand antisemitism, its subtle and overt variations, leaving Jewish students with no recourse when they become victims of hate.

“These independent schools are failing to support Jewish families. By tolerating — or in some cases, propagating — antisemitism in their classrooms, too many independent schools in cities across the country are sending a message that Jewish students are not welcome. It’s wrong. It’s hateful. And it must stop,” ADL chief executive officer Jonathan Greenblatt said in a statement at the time. “ADL is partnering with parents to demand change.”

ADL vice president of advocacy, Shira Goodman, added: “School administrators and faculty have a duty to ensure safe, inclusive environments for all. ADL will fully invest in bolstering the families who are demanding that their schools meet this obligation.”