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Humans of Heller High: What nine teens learned on an immersive program in Israel
This article was produced as part of JTA’s Teen Journalism Fellowship, a program that works with teens across the world to report on issues that impact their lives.
(JTA) — After nearly two years of hybrid learning at school, some students couldn’t wait to get back in the classroom full-time. For some teens that meant flying thousands of miles to attend the immersive program at Heller High School in Israel in the Fall of 2022.
This fall, 18 students left home to experience life as students in Israel. Living together, taking classes as a group, and going on field trips with each other, students have to learn how to experience life on their own away from home in addition to a general studies class load that includes Jewish history and Hebrew.
Heller was created to give “Reform youth an opportunity to strengthen through learning and experience, their connection to Judaism, the Jewish people, and the Jewish state,” said David Solomon, associate principal. The curriculum focuses on field trips and immersion learning. Heller High takes place in Israel. The fall semester lasts from August through December and the spring semester lasts from January through May. Students that are Sophomores, Juniors, and Seniors can attend Heller and can stay from a semester up to a year.
In this photo gallery, students talk about their experiences and struggles with the program along with how they are coping with the changes around them.
Changing it up
Flora Pelton, left, 15, 10th grade, from Falls Church, Virginia. (Courtesy of Flora Pelton)
“Before this semester, everything in my life was very familiar; I had lived in the same house, gone to the same schools, and been a member of the same congregation my whole life. Israel was a way for me to get new experiences outside of a small-town American lifestyle. I have become friends with so many new people from different places around the world. I enjoy being able to go to school but still go on so many trips and adventures. I learned how to be independent, take care of myself, and get to know people I have never met before. We were all kind of thrown into this experience and so we had to learn how to do all of these things on our own. It has opened my mind to knowing that I will have to do things like this in the future. It has moved me because I know that I can do so much more than I thought I could. Being in Israel will change who I am now because I have learned to be more aware of others. We have to be with each other at all times and so respecting and learning others’ needs is super important. For example, if my roommate wants to go to bed, I have to be quiet or find somewhere else. I have enjoyed swimming in Sachne [a nature spot in the lower Galilee] the most. It was during a full day field trip and we got to swim as it is the last time we can swim until summer. We all jumped in and were terrified of the fish in the water. The experiences have brought me closer to everyone around me.” — Flora Pelton
Connected
Eitan Hefer, 15, 10th grade, in Hudsonville, Michigan. (Courtesy of Eitan Heffer)
“I love being able to have fun with Jews my age. I am able to surround myself with people that have similar interests and ideas as me. I feel more connected and comfortable with these people than with most of my friends at home because you are with the people here all day, everyday. I will be a lot more mature and be able to focus and do my homework without being asked [when I return home]. I will also be able to advocate for myself a lot more. I have a lot more fun here versus school at home because I can have more one-on-one with my roommates. Being in Heller High has taught me to manage my time and know when I need to focus on myself versus the people around me. This experience has changed my outlook on life because it has taught me to make the most of each moment. ” — Eitan Hefer
New View
Lena Schapiro, 16, 11th grade, from Rancho Cucamonga, California. (Zoe Klevens)
“I heard about Heller High from a friend. My parents thought it would be a great opportunity, and we didn’t know anyone that had studied abroad as a high school student. I decided to do it because, at home, I wasn’t feeling very Jewish. My school has no Jews. I was looking for a connection to other Jews and my Jewish identity in Israel. I expected to observe Judaism more often here and it is true compared to my life at home. An experience I’ll remember most was we went into the caves at Bar Kochva and sang the Shema and extended every word. It was so spiritual, and it felt so good at that moment. It felt like I was ascending with the echoing voices. We were all in harmony both out loud, but also in our souls. This experience has given me a whole new mindset about the world. I feel more responsibility through community service, engaging with Israelis that I have never met, and being away from home. Now that I have been able to surround myself with other Jews, I can feel confident in my Jewish identity when returning home. It opened my eyes, like when we learned to clean out plates with dirt. It opened my mind up to the fact that you can clean something dirty with something even dirtier. It was something I would never have believed worked, but although it seems absurd, it was so effective. It’s taking something you’d never believed and turned it into something so easy. I can apply this to my Jewish life at home by trying new things that might seem weird to others.” — Lena Schapiro
Reminded of home
Adina Golbus, 17, 11th grade, from San Rafael, California. (Zoe Klevens)
“Raticus is this toy rat; he’s not quite a stuffed animal, but he looks realistic and special to me. It was this joke between my friends and me back home, and I ended up bringing it with me. I created this Instagram account called raticus.inisrael. On my first day in the airport, I knew these kids in the airport were going to think I was the weirdest person in the world or have similar humor. It made my heart happy when everyone thought it was super funny. Now wherever we go, I try to bring Raticus to all the significant places we go. He has become a mascot for our group. He has become a special thing. I share them with my parents. Masada was a challenging mountain to climb, and having Raticus there made it easier, knowing I could take him to the top and get sunset pictures. He helped to change the mood.” — Adina Golbus
Together
Sylvia Kassoff, 16, 11th grade, from Jackson, Mississippi. (Zoe Klevens)
“After going to Israel with NFTY this summer, I knew I wanted to return. I was unhappy with my home school because I felt as though I wasn’t getting a very good education. My friend from home had told me that ‘being around other Jewish people was good for me.’ That really stuck with me and made me want to come to Israel again. The cultural shift from Jackson, Mississippi to Israel is definitely large. At home, there is a lot of Southern hospitality where everyone is kind to everyone. Here, people are kind, but it is definitely different because people display their kindness differently. A lot of the time people don’t really smile on the street that much, but many give to charity and in general people are a lot more willing to be socially active here versus at home.
“My happiest moment here was when we went to the Mediterranean sea and hung out on a rock. It was directly after we finished Yam le Yam (Sea to Sea) where we hiked from the Kinneret to the Mediterranean sea. Everyone was exhausted and we got to unwind and be together. I realized that these are the people I am going to be spending four months of my life with and I really appreciated that. While the school day is a lot longer, the breaks in between learning are helpful. The content is much more interesting and easier to follow. I have learned that I want to find a community and find people that make me feel comfortable. In Israel, I have made my own community of so many other Jewish teens. I am a little worried to go back to Jackson because I know it will be a huge adjustment. I have to go back to school less than a week after I get home from Israel. I think once I get back I will notice a big difference between my friends and me. I am excited to see what the world has to offer when I arrive back home.” — Sylvia Kassoff
Full of possibilities
Anna von Thomsen, bottom left, 16, 11th grade, from Schwerin, Germany. (Courtesy of Anna von Thomsen)
“The bus ride from the airport to Heller High felt like it was so full of possibilities. I didn’t know anyone and was like this is the start. The class sizes are either one-on-one or much smaller than my class sizes at home. It’s different from having a teacher that cares about what I learn. Since I am not American, I have had difficulty socially adapting, but I am working on that. The cultural difference between German and American teens makes it difficult. Trends and humor are both incredibly different. Sarcasm is more subtle in the United States and I have found that a lot of American trends reach Germany a lot later. Germans are generally a lot more blunt whereas Americans tend to dance around subjects. I have adapted by letting my peers shape me and teach me what they find funny. I haven’t stopped believing what I believed before I came here, but I have definitely catered to other people.” — Anna von Thomsen
Connected
Kami Rosenblatt, 16, 11th grade, from Danville, California. (Zoe Klevens)
“The best advice I was given before coming here is that nothing is permanent. I’m trying to make the most of it and live in the moment. I was expecting to be homesick, [but] I was shocked at how comfortable I was by day two. I’ve never been happier. We never really know how our day is going to turn out. It can go from being an 11-hour school day to having some of my favorite memories during or right after school. I also love Israeli dancing. When I am dancing, I feel energized and a kind of kehila (community) that you can not feel anywhere else. During Simchat Torah, we unraveled the Torah and saw the whole thing. We celebrated and danced around it with people we never met before; that was a once-in-a-lifetime experience. At home, I only go to school from 8:30 a.m. until 1pm. Here, we go to school from 8 a.m. until 7 p.m. It’s draining and long. However, learning Hebrew and the Jewish history class about Israel, the land, the people, the culture, and then just Judaism – the classes are so important to be learning here. It’s immersing us into the culture even more, and it’s the kind of education I would never receive in my life again. My greatest challenge has been learning to adapt to not enough sleep and going all day long without any breaks or stops. I’ve learned not to care about the things I used to care about. I am a lot less uptight.” — Kami Rosenblatt
Tradition
Talia Rapaport, top, 17, 12th grade, from Raleigh, North Carolina. (Courtesy of Talia Rapaport)
“Last year, I attended Alexander Muss High School for a semester. My dad and all of his family had done it. I realized how much Israel means to me and knew I wanted to return to my senior year. I wanted to learn more about the history of Israel, so I could go back and share it with my community. My happiest moment at Heller High was when we made it to the top of Masada and hung an Israel flag together. It was blowing in the wind, and I felt like we had all made it. When we screamed into the mountains ‘Am Yisrael Chai,’ and it screamed back at us, it showed all of the generations and what we are continuing. This gave me a sense of Israeli pride and what we get to be a part of daily. Living on my own here has made me a lot more independent. It is great college prep. I’ve had to start making my own life decisions like choosing when to do my homework or when I want to eat out versus staying in. It is now up to me how I want to practice Shabbat. In Israel, I am trying to stay off my phone on shabbat. At home, I attend Orthodox school; I learn all the religious aspects of being Jewish, the Talmud and Chumash [the Hebrew Bible], and not the history. The hardest thing for me has been learning about reform Judaism; it’s been eye-opening. It has given me a new perspective on what the prayers mean to different people. I learned so many different tunes and melodies to songs along with saying things in English instead of Hebrew. It gives everyone the ability to learn what we are praying about.I never had any background in that. But, I’ve adapted to it and overtime I started doing the reform prayers, instead of how I learned. Everyone has done a good job of including me in services.” — Talia Rapaport
Learning balance
Noa Maccabee, left, 14, 10th grade, from Hood River, Oregon. (Courtesy of Noa Macabee)
“I grew up in a non-Jewish community and struggled with my Jewish identity. Growing up in a small community with no Jews, I didn’t really know how to be Jewish. Being Jewish to me before didn’t really mean anything, but now I know more about the world and the people around me. I have learned more about my religion and others. Now, being Jewish means being me and not having to hide it. I was looking to explore Israeli culture and thought Heller High would help me. I’ve learned to enjoy every moment and take school more seriously. Hiking Sea to Sea with some of my closest friends and being outdoors was amazing. It pushed us because we were tired and exhausted, but we kept going. We discovered a stream after hiking six miles. We were all super hot and sweaty and arrived in this secluded area for lunch. My friend Kami and I decided to go for a brief swim. At that moment, I realized how close I was to nature, and the deep connection I have made with friends is the strongest I have ever had. Being here has taken time to get used to. Balancing school, friends, and living with people all the time – the social aspect can be difficult because of lack of alone time. It was surprising how short of a time this place took to feel like home. This experience has made me a more open person. I have a much better understanding of how the world functions and lives because I have the ability to see how Jews live when they are surrounded by thousands of other Jews.” — Noa Maccabee
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The post Humans of Heller High: What nine teens learned on an immersive program in Israel appeared first on Jewish Telegraphic Agency.
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I Worked at a Palestinian Summer Camp: The Glorification of Terrorism Is Preventing Any Peace Deal
Women look at a mobile phone screen in Ramallah, in the West Bank, Jan. 20, 2025. Photo: REUTERS/Ammar Awad
When I worked for a reconciliation organization and lived in the small, largely Palestinian Christian town of Beit Sahour last summer, there were multiple aspects of Palestinian society that disturbed me.
Yet, what I found to be most discomforting was its overwhelming celebration of martyrdom, or of glorifying those Palestinians who sacrificed themselves and died in the name of “Palestine.”
Shortly after witnessing a large crowd of young children (Christian and Muslim) chanting “we will die to make Palestine live” at a summer camp that I volunteered at, I had a conversation with a Palestinian teenager.
At one point, she asked me: “What have we [the Palestinians] ever done wrong?” I responded by mentioning the dozens of suicide bombings that took place in Israeli civilian areas during the Second Intifada. She replied: “But, those are acts of resistance.” Similarly, during a conversation that I had about Beit Sahour’s role in the Intifadas with a Palestinian colleague, she told me: “Our martyrs died here [in the Old City of Beit Sahour].”
Living in the West Bank taught me that most Palestinians, regardless of religion, have long bought into the Islamist celebration of martyrdom, which represents a portion of their largely omnipresent and extremist attitude of rejectionism.
The unique and celebrated Palestinian mindset of rejectionism, or a “resistance to all things Jewish and Zionist,” is sustained by various factors, including religion (Islamism), the global Left’s anti-Zionism, the Palestinian portrayal of Israel as a Crusader state, the Palestinian claim to a “right of return,” conspiracy theories, and so on.
According to a 2023 poll, over 80% of Palestinians believe that the armed wings of Hamas and Palestinian Islamic Jihad play somewhat to a very positive role, while 79% of Palestinians possess the same feelings about Fatah’s armed wing.
A 2025 poll found that 69% of Palestinians (87% in the West Bank and 55% in Gaza) are opposed to disarming Hamas to permanently end Israel’s war in Gaza, and 60% of Palestinians (66% in the West Bank and 51% in Gaza) are satisfied with Hamas. These surveys reflect the overwhelming extremism and rejectionism that remain regnant within Palestinian culture.
While Palestinian society’s (and especially Hamas’) extremism and fetishization of death are commonly criticized, it’s important to underscore the fact that these pernicious cultural features are encouraged (or mandated) by the Palestinian leadership. As the Middle East Forum’s Dexter Van Zile expressed to me: “Islamist leaders are consigning a generation of impressionable young men to death.” Accordingly, radical beliefs continually spill over into Palestinian society, starting with the school curriculum.
And this mindset is shared by both the Palestinian Authority (PA) and Hamas. As a result, the PA has continued its repugnant “Pay-for-Slay” program, which pays imprisoned terrorists and grants stipends to the families of “martyrs.”
In Gaza, Hamas prevented (through scare tactics and by force) civilians from fleeing Gaza City in September 2025. Recently, Ahmed Fouad Alkhatib, a Gaza-born analyst, exposed that Hamas deliberately hid infant formula and nutritional shakes for children. In order to achieve its own goals, Hamas has perpetually mandated the martyrdom of Gazan civilians.
Even worse, Hamas’ celebration of martyrdom casts doubt on the prospect of lasting peace.
For example, Hamas has repeatedly rejected calls for disarmament. When I asked Israeli peace activist Gershon Baskin, who played a central role in manufacturing the fragile ceasefire between Israel and Hamas, about Hamas’ ideology around two months ago, he told me that because Hamas’ “political-religious philosophy […] is based on the sanctification of death,” they’re more than happy to never surrender.
Rather, Hamas is willing to sacrifice civilian life in Gaza and fight to death: “Even yesterday, the Hamas leader Ghazi Hamad — who has been my primary interlocutor over 18 years — said: ‘To free Palestine, we are more than willing to have 20,000 dead or 100,000 dead.’ He meant it with total sincerity … The death and destruction of Gaza served their [Hamas’] interests as they perceived them.”
However, the radical beliefs dominant within Palestinian society are not guaranteed.
Since extremism is sustained by the Palestinian leadership, either a new Palestinian leadership needs to emerge, or Israel can make sure to destroy any regimes that wish its destruction, and then partner with true moderate Palestinians to create a new government.
There has always existed a noticeable sliver of Palestinians who have cooperated with Zionism, such as through supplying labor, selling land/arms, providing intelligence, and so on. Even during the 1948 Arab-Israeli War, many Palestinians not only didn’t offensively fight against Jews, but also prevented foreigners and locals from mounting attacks.
The potential for working directly with Palestinian moderates is even more relevant today, especially because local Palestinian elections are scheduled for April 2026. One party that will participate in these elections is filled with moderates, who allegedly accept Israel’s existence and advocate for demilitarization and deradicalization.
The nearly universal celebration of martyrdom across different cleavages of Palestinian society, including among Muslims and non-Muslims, demonstrates that extremism is deeply entrenched within Palestinian culture. Consequently, Israel will never exist comfortably unless it changes course and strategically tackles this Palestinian issue.
Israel must not only work to obliterate Hamas and the Palestinian Authority, but also cooperate directly with moderate Palestinians to create a new government that will lead the Palestinians to forsake their extremist beliefs.
Richard McDaniel is an undergraduate political science student at the University of Minnesota, Twin Cities.
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You Should Know About These Anti-Israel Developments on College Campuses and at K-12 Schools
Harvard University campus on May 24, 2025, in Cambridge, Massachusetts. Photo: Zhu Ziyu/VCG via Reuters Connect
Despite notable holdouts, in particular Harvard University, university administrations continue to quietly settle Federal lawsuits regarding their treatment of Jewish students and faculty, and to limit the ability of pro-Hamas groups to harass and intimidate others.
University action against extremist faculty members also expanded in December:
- The University of California at Berkeley suspended a physics lecturer who had made anti-Israel comments during a class, which was completely unrelated to the subject matter;
- A tenured faculty member at San Jose State University was fired on the basis of her participation in a 2024 pro-Hamas encampment and involvement in a physical altercation between faculty and students;
- A lecturer at the University of Sydney, Rose Nakad, was arrested and indicted after an October incident where she called Jewish students and staff “parasites” and “depraved,” spat at them, and stated a “Zionist is the lowest form of rubbish.” The university terminated Nakad, stating, “Hate speech, antisemitism, and harassment have no place at our university and when our codes of conduct are breached we do not hesitate to take disciplinary action.” Nakad’s firing came only after the Bondi Beach massacre;
- At the University of Arkansas, Shirin Saeidi was removed as head of the King Fahd Center for Middle East Studies after it was discovered she had used official letterhead to appeal for the release of an Iranian regime figure jailed in Sweden for mass murder in Iran. Saeidi had also repeatedly praised the Iranian regime and condemned Israel. A subsequent report indicated that she was also reportedly under investigation for plagiarism. The Middle East Studies Association defended Saeidi and complained about her dismissal.
In an unusual response to Columbia University’s crackdown on pro-Hamas protestors, five United Nations “special rapporteurs” warned about the university’s “human rights violations.” Their letter to the administration complained about “alleged arbitrary arrest and physical assault” and “surveillance, detention and attempted removal of noncitizen students and scholars.”
The letter also complained about the university’s adoption of the IHRA working definition of antisemitism and stated that while they “strongly denounce anti-Semitism,” they are “disturbed by the vague and overly broad use of the term ‘antisemitism’ to label, denounce and repress peaceful protests and other legitimate forms of expression of solidarity with Palestinian victims, calls for a ceasefire in Gaza or the legitimate criticisms of the Government of Israel’s policies and practices, including its conduct of the conflict in Gaza and allegations of genocide.”
Despite various lawsuits and settlements, anti-Israel bias continues to be deeply rooted within university hiring and appointment practices. Harvard recently hired a graduate who had been convicted of assaulting an Israeli student, according to National Review, during a 2023 protest, but had not been expelled. A Federal judge also dismissed the lawsuit by the Israeli student against the university. Another example is Northwestern’s appointment of a faculty member who supported the pro-Hamas encampment to the presidential search committee.
University complaints regarding the Trump administration’s continued, if slowed, crackdown on research funding also continued through the media. In one case, allegations were made that the Department of Justice had illegally pressured legal staff to find evidence of antisemitism at UCLA, where an encampment had disrupted campus and restricted the movement of Jewish students. Universities also complained that the Federal government’s expanded travel ban on 39 countries and the Palestinian Authority would constrict the flow of foreign students.
Overall it appears that universities are prepared to wait out the Trump administration by negotiating financial settlements when demanded in order to restore research funding and instituting minimal procedural changes to maintain campus stability. Changes in ideology, which can only be implemented in the longer term by creating balance in faculty through hiring and retention practices, such as those recommended in the fourth and final report on antisemitism at Columbia, remain difficult to conceive and are not being considered.
Policies regarding Jewish students appear designed to contain and minimize mistreatment without addressing fundamental structures, especially student and faculty demographics.
Faculty and Students
Reports continue to show that Israeli academics are being boycotted by European and American colleagues. While European Union funding remains available, opportunities for collaboration and publication continue to be withdrawn.
Ritualized abuse of Israeli and Jewish faculty has also continued. One example was the demand made of an Israeli mental health researcher that she read a prepared condemnation of Israel and “genocide” as a condition of her participation in an international conference in South Africa.
Individual boycotts also continue to expand. In one case, the University of East Anglia is investigating a faculty member who refused to facilitate the visit of an Israeli-Arab academic to campus. The justification given was that “Palestinian colleagues asked staff not to work with Israeli institutions.”
In another case, California State University, Los Angeles faculty member and BLM activist Melina Abdullah is being investigated after video emerged of her coaching students in her “Race, Activism and Emotions” class to oppose legislation that would mandate antisemitism instruction in California schools. She was also recorded making a litany of horrific anti-Israel comments.
Faculty use of university imprimatur to support the Palestinian cause was also displayed at New York University, at a conference entitled, “The Palestinian Prisoners’ Movement and Transcultural Solidarity,” which celebrated Hamas and other terrorists imprisoned by Israel. Participants, including at least one associated with the Palestinian Youth Movement, had defended the Hamas massacres of October 7..
A recent interview with Columbia professor Mahmoud Mamdani, father of New York City mayor Zohran Mamdani, typified individual faculty members. Mamdani alleged that pro-Palestinian students were “terrified” and “terrorized” by the university’s crackdown on pro-Hamas protests, and that his son’s election was an indication that American attitudes towards Israel were changing and were a key electoral issue.
Despite the apparent downswing in large-scale pro-Hamas protests and takeovers, Jewish students continue to report low level harassment and intimidation. Jewish students at schools with large Jewish populations, such as Rutgers and the University of Pennsylvania, have reported increases in antisemitic incidents.
K-12
Reports also continue to show that teachers unions are directly supporting anti-American and anti-Zionist groups with contributions and participation in interlocking boards. The Massachusetts branch of the American Federation of Teachers, for example, has donated hundreds of thousands of dollars to National Students for Justice in Palestine, Palestinian Youth Movement, and Within Our Lifetime though Resist Inc., which is the fiscal sponsor of the Massachusetts Education Justice Alliance.
Similarly, the presidents of the Chicago Teachers Union, the Illinois Federation of Teachers, the Massachusetts Teachers Association, and the United Teachers of Los Angeles are all members of the Action Center on Race and the Economy’s (ACRE) activist arm,
New reports have noted the presence of CAIR members on school boards as well as a national strategy by the Arab-American Anti-Discrimination Committee (ADC) to identify opportunities to place candidates on school boards. The goal is to center “Arab history” from the kindergarten level onward and to teach”Palestine,” with the goal of “a better informed electorate that’s more likely to support and advocate for human rights of Arabs in and outside of the U.S.”
The strategy specifically recommends inserting “Palestine” into the English curriculum where it will avoid scrutiny.
A similarly subversive strategy is evident in “antisemitism training” conducted by PARCEO, whose curriculum, “Antisemitism from a framework of Collective Liberation,” is deliberately designed to detach Israel from Judaism and antisemitism by showing how “antisemitism is misused to serve an anti-liberatory political agenda” and denying Jews the right to sovereignty.
Overall teachers and unions continue direct organizing in schools, such as through student walkouts. And politics like that should have no place in the classroom.
The author is a contributor to SPME, where a different version of this article appeared.
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The Iranian People Are Demanding Their Freedom; Where Is the Media?
Protesters demonstrate against poor economic conditions in Tehran, Iran, with some shopkeepers closing their stores on Dec. 29, 2025, in response to ongoing hardships and fluctuations in the national currency. Photo: ZUMA Press Wire via Reuters Connect
“What were the media doing when the regime led by Ali Khamenei finally fell?”
That is the question that will be asked if, as many Iranians now dare to hope, we are witnessing the final days of the Islamic Republic after more than four decades in power. It is also a question the Western press may struggle to answer.
How It Started
The current wave of unrest began in late December, when shopkeepers in Tehran went on strike amid growing fury over Iran’s collapsing economy. The rial hit record lows, while prices continued to soar under crippling inflation. Traders, wholesalers, and merchants took to the streets in protest, initially over economic mismanagement — but anger quickly turned toward the regime itself.
Within 48 hours, demonstrations had spread beyond the capital to major cities including Isfahan, Shiraz, Mashhad, Hamadan, Qeshm, and beyond. Videos posted by Iranians showed crowds chanting explicitly political slogans: “Death to the dictator,” “Mullahs must go,” and “This homeland will not be free until the mullah is gone.”
Iranian state-affiliated media have acknowledged several deaths. Independent estimates suggest the toll may be significantly higher. What is not in dispute is that the unrest has rapidly evolved from economic protest into a broad-based challenge to clerical rule.
The Story the Media Barely Told
And yet, on Friday, The New York Times ran not a single front-page story on the protests.
Not one.
This was unrest that — if it succeeds — could reshape Iran, the Middle East, and global security dynamics for decades. A regime that backs Hamas and Hezbollah, arms terrorist proxies across the region, threatens Israel’s destruction, and destabilizes international energy markets was facing its most sustained nationwide dissent in years. Still, the story barely registered.
The New York Times’ near silence was not an outlier. It was emblematic.
When the lack of coverage was challenged on social media, John Simpson, World Affairs Editor at the BBC, offered an almost comical defense: social media videos, he said, must be carefully verified before “reputable outlets” can use them.

That principle, in isolation, is uncontroversial. But its selective application is not.
This is the same BBC that has repeatedly broadcast unverified — or lightly verified — footage and photographs from Gaza. In Iran, however, verification suddenly became an insurmountable obstacle, even as dozens of videos from multiple cities showed consistent scenes, slogans, and patterns of unrest.
When Framing Does the Regime’s Work
Reports by the BBC and analyses from BBC Verify have repeatedly emphasized “cost-of-living protests,” despite verified footage of crowds chanting for the end of clerical rule and attacking regime symbols.
Where BBC Verify has undertaken the “verification” John Simpson said was so difficult, it has drawn criticism for focusing on debunking isolated instances of AI-generated imagery — rather than acknowledging the overwhelming volume of genuine footage documenting brutality against protesters.
Genuinely shocked to see BBC Verify have chosen now to be out there giving an impression we should not believe what we are seeing in #Iran based on one image (of a real event).
Amplification of this intensely organic revolution by Israeli social media accounts is making many…
— Omid Djalili (@omid9) January 2, 2026
Sky News, Reuters, FRANCE24, and others followed a similar pattern — leading with rising prices and economic stagnation while giving little attention to the unmistakably political slogans echoing through Iranian streets.
This framing matters. Protests about inflation suggest reform. Protests calling for the removal of the Supreme Leader suggest regime collapse.
In some cases, Western coverage has gone further, adopting the regime’s preferred framing outright.
When President Donald Trump warned that the United States would respond if Iranian protesters were massacred, Iranian officials condemned the remarks as “reckless.” Several outlets, including the BBC, led with that condemnation, centering Tehran’s outrage and implicitly casting the United States, rather than the Islamic Republic, as the destabilizing force.
Last week, The Guardian even published an opinion piece by Iran’s foreign minister, Abbas Araghchi, under the headline: “You’ll never defeat us in Iran, President Trump: but with real talks, we can both win.”

Put simply, this was The Guardian lending its pages to the propaganda of a senior official from the very regime Iranians are risking their lives to oppose — the same Islamic Republic that beat Mahsa Amini to death for allegedly wearing her hijab incorrectly, executed protesters, imprisoned dissidents, and ruled through fear for 45 years.
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Western media coverage of Iran’s escalating nationwide protests has been strikingly limited and cautious – despite widespread anti-regime demands across dozens of cities.Why the reluctance, when evidence is abundant?
pic.twitter.com/PWF9hgsdI3
— HonestReporting (@HonestReporting) January 3, 2026
So Why Is the Media Reporting This Way?
Western journalists do not lack information about Iran. The evidence is abundant and often supplied at immense personal risk by Iranians themselves.
What appears lacking is not access, but editorial willingness.
Acknowledging an evolving anti-regime uprising would force uncomfortable conclusions: that long-standing assumptions about “stability,” “reform,” and diplomatic engagement with Tehran were misplaced; that the Islamic Republic is not merely flawed but fundamentally illegitimate; and that Western governments and institutions have spent decades accommodating a brutal regime now being openly rejected by its own people.
It is easier — safer — to frame unrest as economic grievance, to hide behind verification rhetoric, or to platform regime voices as “context.”
But if this uprising succeeds, history will not be kind to that caution. And the question will remain: When Iranians were demanding freedom, why did so much of the Western media look away?
The author is a contributor to HonestReporting, a Jerusalem-based media watchdog with a focus on antisemitism and anti-Israel bias — where a version of this article first appeared.
