Jewish school heads spend more time on security than education, review finds
It's one of the findings from an independent review into antisemitism in schools and colleges.
A review into antisemitism within English schools and colleges has revealed that headteachers at Jewish schools are dedicating more time to security matters than educational ones. Sir David Bell, leading the government-commissioned independent review, has expressed his concern over the shift in focus. The report, expected in the autumn, will examine the experiences of Jewish pupils and staff across various educational settings.
Sir David found that Jewish children and young people are facing a crisis, with harassment and abuse being a regular occurrence. He noted that security concerns have become an overwhelming priority for many headteachers, with some dedicating up to 90% of their time to security-related matters. This preoccupation often prevents them from focusing on educational priorities and improving their schools.
The review is expected to recommend dedicated training for teachers and improved education on antisemitism for pupils. Headteachers and staff at Jewish schools, who wished to remain anonymous for security reasons, have highlighted the significant impact of security concerns on their daily lives. One headteacher described the constant stress of ensuring their children's safety, while another emphasized the time and energy consumed by security issues, which hindered educational progress.
The Bell review has also uncovered a rise in antisemitic incidents in schools, with the Community Security Trust reporting a 59% increase in such cases in the first half of 2026 compared to the same period in 2025. Dr Dave Rich, director of policy at the CST, hopes the review will lead to practical recommendations to effectively address antisemitism in educational institutions.
Education Secretary Lucy Powell emphasized the importance of the review, stating that antisemitism has no place in society or education. She pledged to carefully consider the conclusions and recommendations to ensure schools and colleges are equipped to tackle antisemitism effectively. Jonathan Frisher, a sixth-form student who experienced antisemitic bullying, believes that even a single lesson on modern-day antisemitism can have a positive impact on school attitudes.
Sir David also noted that pupils traveling to and from Jewish schools often face harassment and abuse. He stressed that their experiences differ significantly from those of other children, making this a unique crisis affecting Jewish youth in the country.
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