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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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Gunfight Outside Israeli Consulate in Istanbul Leaves One Attacker Dead
A drone view shows police officers and medics standing at the scene, after a gunfire was heard near the building housing the Israeli consulate, according to a witness, in Istanbul, Turkey, April 7, 2026. Photo: REUTERS/Mehmet Emin Caliskan
One attacker was killed and two others were wounded in an extended gun battle with police outside the tower building housing the Israeli consulate in Istanbul on Tuesday.
Footage showed the backpack-wearing attackers firing with automatic rifles and handguns, and police officers returning fire and seeking cover, as they maneuvered among parked white police buses near a checkpoint. One body lay on the street.
Shots rang out for at least 10 minutes among the glass towers in Turkey’s main financial district, Reuters witnesses said. One person was seen covered in blood.
No Israeli staff were at the consulate, which occupies a floor in one of the towers, at the time of the attack, Turkish and Israeli authorities said.
Israeli diplomats had left Turkey shortly after the Hamas-Israel war in Gaza began in late 2023, a conflict that prompted large pro-Palestinian protests outside the consulate and across the country, and a deep chill in Turkish-Israeli diplomatic ties.
US ENVOY SAYS CONSULATE WAS TARGET
The three attackers had links to an organization that “exploits religion,” Interior Minister Mustafa Ciftci said, without giving any name. Two of them were brothers, and they had traveled in a rented car from the city of Izmit, he added.
While Turkish authorities did not say what motivated the attackers, Tom Barrack, the US ambassador to Turkey, said on X that it was an attack on the Israeli consulate and he condemned it.
President Tayyip Erdogan said the “heinous terrorist attack” would not dent Turkey’s trust and security. Israel’s foreign ministry said it appreciated Turkish security forces’ “swift action in thwarting this attack.”
Two police officers were also lightly wounded, Istanbul Governor Davut Gul told reporters at the scene of the midday incident, which occurred next to a major motorway as thousands of nearby workers were breaking for lunch.
DIPLOMATIC CHILL AMID GAZA WAR
Turkey, a fierce critic of Israel’s military operations in Gaza as well as in Lebanon and Iran, had recalled its ambassador from Israel in November 2023, and diplomatic relations have been effectively frozen since then.
At the same time that year, Israeli diplomats left Turkey due to security concerns, including the protests. Since then, heavily armed police and armored vehicles have been stationed in a broad area surrounding the consulate.
Militant violence has mostly subsided in Turkey in recent years after a violent spate from 2015 to 2016 when Islamic, Kurdish, and leftist militants carried out attacks amid the spillover from the Syrian civil war.
The latest incident was late last year when three Turkish police officers and six Islamic State terrorists were killed in a gunfight in the town of Yalova in northwest Turkey, amid raids on militant cells believed to be planning Christmas and New Year attacks.
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Ivy League Schools Are Cutting Jewish Admissions, While Faculty Attack Israel and Jews
Graduating students rise in support of 13 students not able to graduate because of their participation in anti-Israel protests during the 373rd Commencement Exercises at Harvard University, amid the ongoing conflict between Israel and Hamas, in Cambridge, Massachusetts, US, May 23, 2024. Photo: REUTERS/Brian Snyder
In an escalation of its fight with Harvard, the Trump administration announced a lawsuit accusing the university of failing to protect Jewish and Israeli students, and threatening to cut off Federal grant money. The lawsuit alleges the university was deliberately indifferent to campus antisemitism, failed to discipline “campus agitators,” refused to enforce its own rules regarding demonstrations, and says the institution was in violation of Title VI.
The US Department of Education also announced two new investigations into Harvard focusing on racial discrimination and antisemitism. The lawsuit came as many universities have quietly adopted a strategy of waiting out the Trump administration.
The other notable development in March regarding campus antisemitism was the release of the report by the House Education and Workforce Committee. Among the more shocking revelations detail how Qatar Foundation officials dictated terms to Northwestern University regarding the institution’s response to the Hamas attack of October 7, 2023.
Particularly disturbing details described Qatari efforts to prevent the university from censuring faculty member Khaled Al-Hroub, who had denied that Hamas members had committed rape. The report also emphasizes that faculty affiliated with Faculty and Staff for Justice in Palestine “played a significant role in legitimizing and amplifying antisemitism on college campuses.
Elsewhere, legal systems continue to protect pro-Hamas protestors who vandalize university property. In one recent example, a New York State judge ruled that Columbia University cannot discipline students who occupied and vandalized buildings in May 2024 on the grounds that there was no evidence the students “acted to endanger Hamilton Hall or University property within Hamilton.” The judge, an adjunct Columbia Law School faculty member, deemed expulsions and other sanctions “arbitrary and capricious.”
In another case, pro-Hamas protestors who occupied and vandalized a building at the University of Washington in 2024 were charged with misdemeanor trespassing by county prosecutors, who claimed there was insufficient evidence for felony charges. These protestors caused more than $1 million damage to the building. Most have returned to campus.
In Michigan, a Federal court ruled that a lawsuit by Palestinian students who accused the University of Michigan of targeting their “activism” could advance. The suit alleges that disciplinary procedures and its suspension of the leading pro-Hamas student group constituted viewpoint discrimination.
More positively, the University of California Regents voted to settle a suit which alleges the institution failed to respond to antisemitic harassment and discrimination. The suit focused on pro-Hamas protests in 2024 where Jewish students were assaulted and harassed. The agreement stipulates antisemitism training for staff, faculty and students, an annual survey of Jewish life on campus, and the creation of a Title VI office.
Pro-Palestinian students complained the settlement is “a tool to silence the lived experiences of Palestinians and to criminalize student organizing against the ongoing dispossession and oppression of Palestinians in their homeland.” Immediately after and in contravention of the settlement, law school dean Edwin Chemerinsky announced to students that there would be no changes to the speakers policy.
The demographic composition of universities has been recognized as one of the bases for intensified hostility towards Jews and Israelis. The international component of student bodies, reaching in excess of 50% at some institutions, has imported students relentlessly hostile towards Israel and Jews. Complementing this, however, have been efforts to deliberately reduce Jewish populations.
New research has now shown how Harvard, Yale, Penn, and Columbia have systematically reduced the percentages of Jewish students in the past decades. Harvard reduced its Jewish population from approximately 25% in 2004 to the current low of 7%. Analysis of Columbia suggests the number was reduced from approximately 19% in 2004 to 9% today. Dramatic reductions in the number of white students admitted are also apparent.
Most Ivy League and elite institutions showed similar drops, with Cornell holding steady and Brown increasing the number of Jewish students. Muslim enrollment particularly at Columbia increased in the same period from approximately 4% to 7%. In response, Harvard denied reports that it had increased recruitment at Jewish day schools.
The rapid replacement of Jewish and white students at Harvard, Yale, and Columbia appears part of deliberate efforts to expand institutional “diversity,” globalize the student body and thus the subsequent donor base, and to “deAmericanize” the faculty and curriculum.
The replacement correlates with a massive upswing in anti-American, anti-Israel, and antisemitic activity at these institutions. Downstream effects on American and global society may also be inferred as institutional cachets bolstered hateful stances from graduates.
Faculty Lead the Antisemitism Effort on Campus
Faculty continue to stand at the vanguard of anti-Israel and antisemitism on campus, a reality highlighted by details in the House Education and Workforce Committee report. In the wake of the Iran conflict Faculty for Justice in Palestine groups have also become outspoken in support of the Iranian regime and have decried the US.
The University of California Ethnic Studies Council and Institute for the Critical Study of Zionism stated, “We reject imperialist and fear mongering narratives that position Iran as the intruder in the region, rather than US military bases and US interventionism.”
Union Theological Seminary announced the creation of a “Religion and Public Life” program led by two former Harvard Theological Seminary faculty who had left that institution after the program had been scrutinized for its goal to “dezionize Jewish consciousness.” The appointment of Harvard faculty member Rosie Bsheer as Columbia’s “Edward Said Professorship in Modern Arab Studies and Literature” also installs a reliably anti-Israel if mediocre figure in a high profile position. Reports regarding Clark University’s Strassler Center for Holocaust and Genocide Studies also depict a Jewish founded academic unit that has been thoroughly colonized by “anti-Zionist” faculty.
Elsewhere the Harvard François-Xavier Bagnoud (FXB) Center for Health and Human Rights at Harvard School of Public Health also held another “human rights” event in which participants accused Israel of “genocide.” The head of that center, Kari Nadeau, has now been named dean of public health at UCLA.
In an unusual case that suggests the methods used by Qatar supporters to police academia, Kings College London academic Andreas Krieg was forced to apologize and compensate two individuals in separate defamation cases. Krieg had falsely alleged one of the academics was a UAE agent operating in Sweden which generated official investigations. Krieg was formerly a contractor for the Qatari Ministry of Defense and has a long history of promoting explicitly Qatari viewpoints.
Students Embrace Iran
The most notable development in the student sphere in March were expressions of support for the Islamic Republic of Iran in response to the American-Israel campaign. This included mourning Ayatollah Khamenei by the Ahlul-Bayt Islamic Society at Kings College London, which called his death “an unimaginable loss.”
At the University of Washington, a pro-Hamas student group endorsed a message from the PFLP affiliated Tariq el-Tahrir Youth and Student Network praising “the raining of blessed missiles over US military bases” and calls for “DEATH TO AMERICA, DEATH TO ISRAEL, GLORY TO THE MARTYRS, LONG LIVE THE ISLAMIC REPUBLIC OF IRAN, LONG LIVE THE AXIS OF RESISTANCE!”
The infamous pro-Hamas umbrella group Columbia University Apartheid Divest (CUAD) also posted the message “Marg bar Amrika” or “death to America.” This forced the university to state the group was not “affiliated in any way with the University,” and that, “There is no evidence that anyone currently in control of their account is a current Columbia student, staff, or faculty member. They are illegally using the Columbia name.” Columbia was also forced to suspend the Young Democratic Socialists of America group for its continuing affiliation with CUAD.
Antisemitism in British education continues to intensify. The depth of hostility towards Jews on British campuses is depicted in a new report from the Union of Jewish Students, which details among other things that 20% of students would be reluctant or unwilling to have a Jewish housemate. Some 47% of students indicated they had been exposed to slogans or protests celebrating the Hamas massacres of October 7. The massacres were widely hailed by pro-Hamas student groups who celebrated the killing of Israeli civilians and soldiers. Jewish students are also routinely subjected to harassment and even violence on and off campuses
K-12 Teachers Support Iran and Oppose Israel
Teachers unions remain the focal point for anti-Israel and anti-American activism (and in the case of Philadelphia for training “revolutionary abolitionists”). They have now also taken the lead as supporters of the Islamic Republic of Iran. In response to the attack on Iran the Chicago Teachers Union co-sponsored a “hands off Iran and Lebanon” rally along with Palestinian, communist and other groups.
The union also adopted a resolution calling for a May Day civic action that would shut down schools. The protest calls for “No Work, No School, and No Shopping” to “defend our Democracy, demand ICE out of our cities, and tax the rich to support our schools and vital services.”
Anti-Israel activity by teachers unions and state officials in Canada continues to follow the path of Britain toward antisemitism and boycotts of Israel. In one development the British Columbia Teachers Federation passed a motion endorsing the BDS movement. In another, Montreal school officials announced they would be investigating reports of Israeli soldiers speaking in Jewish schools as violations of public funding laws.
In a third case a Holocaust survivor’s talk at a Canadian private school’s symposium was canceled. The school pointed to safety and the “current volatile geopolitical climate and … the high-profile nature of the dignitaries scheduled to attend,” and said it was “reviewing the format of its annual Holocaust commemoration ceremony.” The move came as “anti-Palestinian racism” continues to be elevated as the single most important and untouchable form of discrimination and pedagogical pivot in Canadian schools.
Dr. Alex Joffe is an archaeologist and historian specializing in the Middle East and contemporary international affairs. A completely different version of this article was originally published by SPME.
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Ambulances Burned in London: How Many More Warnings Do We Need?
Charred remains of ambulances belonging to Hatzola, a Jewish community organization, which were set on fire in an incident that the police say is being treated as an antisemitic hate crime, in northwest London, Britain, March 23, 2026. Photo: REUTERS/Hannah McKay
The world woke up last week to the news of yet another antisemitic attack in the UK, this time in the form of an arson attack, where three masked individuals set alight four Hatzola ambulances outside a synagogue in Golders Green, London.
The police were surprisingly quick to label this as an antisemitic attack. Tweets started flooding in from political leaders such as the UK’s Prime Minister Keir Starmer, declaring “This is a deeply shocking antisemitic arson attack,” and “Antisemitism has no place in our society.”
We need to ask ourselves a simple question: Is condemnation really enough to stop this?
On September 27, 2025 — a late Saturday night — I sat down at a pub in Manchester. Not even 60 seconds passed before my kippah caught a middle-aged woman’s attention. She leaned right over me, demanding answers: “Do you believe in genocide?” “Do you believe in free Palestine?”
Trying to de-escalate and enjoy my pint in peace, I respond, “Let’s keep politics away from the pub.”
She repeated herself in a more aggressive tone, and then picked up my pint, threw it in my face, and ran out straight into a taxi.
With just 12 hours until my flight, the police agreed to meet me the next morning to take a statement. I gave them a very clear message: If you don’t deal with the minor antisemitic attacks, there will be something way bigger, and it will be too late.
Five days later, just 0.5 miles from that pub, the Yom Kippur attack occurred — when an Islamist terrorist committed a heinous act of violence, leaving two Jews murdered in cold blood.
Following the shocking terror attack, I hoped the police would finally enforce a zero-tolerance policy on minor antisemitic attacks, especially the antisemitic assault that happened to me at the pub five days prior, as they had promised during the interview.
I stayed hopeful for four months, until the case was closed with no action taken. What does that tell us?
The Jewish community in the UK has reached a stage where they often don’t bother calling the police after antisemitic assaults or attacks, because receiving a crime reference number and a “we won’t tolerate antisemitism in our society” condemnation isn’t enough.
When British political leaders and police turn a blind eye to hundreds of antisemitic assaults in the UK, while thousands march and scream “globalize the intifada,” and Israelis are banned from attending a soccer game on British soil, does that reduce antisemitism — or risk encouraging it?
If the UK is serious about making Jews feel safe, they must end these marches calling to “globalize the intifada,” and crack down on every single minor antisemitic attack.
What starts small doesn’t stay small.
A group calling themselves the “Islamic Movement of the People of the Right Hand” has claimed responsibility for the arson attack on the Hatzola ambulances, and several other arson attacks targeting synagogues in Europe over the past month. This terrorist organization has ties to Iran’s Islamic Revolutionary Guard Corps (IRGC), yet the UK still fails to formally proscribe the IRGC as a terrorist organization. We must ask ourselves: What signal does that send to those willing to attack Jews?
The warning signs are there. They’ve been there.
At what point are they actually going to be taken seriously?
Chaim Frankenhuis is a UK-born commentator based in Israel, focusing on the rise of antisemitism, distorted media narratives, and developments surrounding Jewish heritage.
