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With fake news, artificial intelligence, tiktok, social media bots, and U.S.-based higher education capitulations to terrorist regime messaging, brainwashing and propaganda - it’s even more important than ever to embrace the so-called #teachthetruth  movement and ACTUALLY teach the truth.  If you’ve ever wished you could counter bizarre accusations but felt hesitant to do so because you weren’t sure how to respond to each one with verified factual evidence, then you’ve come to the right place.  In this piece, I’ll tackle the main pro-Hamas talking points and give you fact based information to use in those conversations. This analysis is grounded in documented history, diplomatic records, and the long-standing Israeli strategic efforts to achieve peace through territorial compromise, in contrast with persistent Palestinian Arab rejectionism and the incentivization of violence. Feel free to submit additional questions on pieces of propaganda that aren’t covered below, and I’ll release a version 2 with those additional tough topics so you can add them to your arsenal to have ready for any conversation that comes your way on this topic. Let’s get started. 1. Historical Context and Narratives Palestinian Misinformation:   (Arabs) Palestinians present themselves as an indigenous people forcibly displaced and oppressed, framing their national movement as one of legitimate resistance to “white settler colonialism”. Historically Accurate Rebuttal: From a historical perspective - verified not only in Biblical texts, but also indisputable archeological proof , and carbon dates artifacts - Jews are an indigenous Middle Eastern people with continuous ties to the Land of Israel (Eretz Yisrael) for over three millennia, predating Arab conquest and colonization of the Middle East & North Africa (MENA) by well over a thousand years.  Modern Zionism is not a colonial project but rather a national liberation movement that re-emerged into the consciousness of the Jewish people exiled in Europe and experiencing endless antisemitism due to centuries of Jewish statelessness.  After World War I, the international community, including the League of Nations, recognized the Jewish historical connection to the land. Israel’s establishment in 1948 was supported by a UN partition resolution that the Jewish community accepted. It was the Arab states who rejected partition, choosing instead to launch a war to destroy the fledgling Jewish state.  This foundational rejection - the desire for a “judenfrei” Middle East - and not Israeli action  - is at the root of the ongoing conflict. 2. Framing the Conflict Palestinian Misinformation:   The conflict is solely about Israel’s occupation, settlements, and denial of Palestinian rights. The messaging suggests that once the occupation ends, peace and justice will prevail. Historically Accurate Rebuttal: The Arab-Israeli conflict predates the 1967 Six-Day War and the subsequent occupation of any disputed territories. Major violence and rejection of Jewish self-determination occurred well before Israel controlled the West Bank and Gaza Strip.  Key events—such as the Arab riots of 1920, 1929, and 1936, and the Arab rejection of the 1947 UN Partition Plan—occurred long before Israel was even a sovereign nation.  Additionally, Israel has repeatedly offered territorial compromises (“land for peace”)—notably in 2000 at Camp David, in 2001 at Taba, and in 2008 under the Olmert plan—only to be met with Palestinian rejections.  The problem is not merely Israel’s presence (Jews in the Middle East) in these territories, but the persistent refusal by Arabs (Palestinians) and their leaders to accept the idea of Jews, a Jewish state - or any Jewish self determination of any kind  - in any part of the land that had previously been conquered during one of the ancient Caliphates. In fact, the very idea that there are Jews and "infidels" (Christians, Druze, Bahai, Yazidi's, etc.) who are NOT subjugated as Dhimmi's, paying Jizya taxes, or oppressed under Sharia Law is rejected altogether - it has nothing to do with border lines or territory - but rather with a wholesale rejection that non-Muslims be allowed to live freely without being "unalived". 3. Victimhood and Responsibility Palestinian Misinformation:   The Arab (Palestinian) people are portrayed solely as victims of Israeli aggression and oppression, without agency or responsibility for the cycle of violence. Historically Accurate Rebuttal: While Arabs (Palestinians) have experienced hardships, it is historically inaccurate to deny their leadership’s role in prolonging the conflict.  Arab (Palestinian) leaders, from Haj Amin al-Husseini in the 1930s-40s - an enthusiastic Nazi supporter and personal friend of Adolf Hitler - to Yasser Arafat and Hamas’s current leadership, repeatedly chose rejection, incitement, and violence over meaningful compromise.  During critical junctures, the Arab (Palestinian) leadership walked away from substantial Israeli peace offers. The moral agency to choose peace or violence lies with all parties, and Arab (Palestinian) leadership has too often chosen confrontation, supported by a political culture that glorifies “martyrs” who kill Jewish civilians. Thus, Arab (Palestinian)s are not passive victims; their leadership’s decisions have profoundly shaped the conflict’s trajectory. 4. Peace vs. Violence Palestinian Misinformation:   Arab (Palestinian) “resistance” is portrayed as a legitimate struggle akin to other national liberation movements, overlooking the moral and legal implications of attacking civilians. Historically Accurate Rebuttal: While national aspirations are legitimate, targeting civilians with terror attacks cannot be morally justified nor equated with resistance. There is a moral line between legitimate political struggle and the deliberate murder of innocents. Israel, throughout its history, has generally sought negotiation and compromise, culminating in peace treaties with Egypt (1979) and Jordan (1994). By contrast, Arab (Palestinian) terrorist groups (Fatah factions in earlier decades, Hamas, Palestinian Islamic Jihad, and others) have repeatedly resorted to violence against noncombatants. The enduring “pay-to-slay” program—where the Palestinian Authority provides financial rewards to families of terrorists—encourages violence rather than fostering a climate conducive to peace negotiations. This is antithetical to genuine liberation struggles that strive to uphold human rights norms. 5. The “Land for Peace” Paradigm vs. “Pay to Slay” Palestinian Misinformation:   Israeli demands and negotiations are framed as disingenuous and never enough, reducing Israeli offers of withdrawal as mere ploys while ignoring the Palestinian Authority’s own actions on the ground. Historically Accurate Rebuttal: Israel’s “land for peace” approach is historically evidenced by returning the entire Sinai Peninsula to Egypt, relinquishing territory to Jordan, and the unilateral withdrawal from Gaza in 2005. These steps were taken in hopes of peace, not further conflict. The Palestinian Authority and other factions have responded to such moves not by embracing peace but by allowing rocket fire, incitement in school textbooks, and continued financial support for convicted terrorists. The “pay-to-slay” policy, where monthly stipends incentivize attacks on Israeli civilians, undercuts any message of peaceful intent. This stands in stark contrast to Israeli attempts to negotiate final borders and security arrangements that would allow both peoples to coexist peacefully. 6. International Law & Legitimacy Palestinian Misinformation:   The Arab (Palestinian) narrative often presents themselves as the underdog championed by international law, accusing Israel of continuous violation and delegitimization efforts. Historically Accurate Rebuttal: The complexity of international law surrounding this conflict cannot be reduced to simplistic slogans. Multiple UN resolutions, from 1947’s Partition Plan (UNGA 181) to UNSC 242, acknowledge Jewish rights and envision a negotiated settlement. Israel’s presence in the territories since 1967 arose from a defensive war against Arab aggressors; international law recognizes the need for negotiations to determine final borders. Israel has consistently sought a negotiated two-state solution that would secure the rights and security of both peoples. Yet the Arab (Palestinian) leadership’s emphasis on unilateral measures and refusal to recognize Israel as a Jewish state contradicts the letter and spirit of these resolutions and international frameworks. True international legitimacy would come from mutual recognition, not perpetuating myths that frame one side’s mere existence as illegitimate. 7. Human Rights and Civic Freedoms Palestinian Misinformation:  Arabs (Palestinians) frame their narrative as a freedom struggle for basic human rights, glossing over the internal suppression within Arab (Palestinian) society and the aggressive rhetoric directed at Jews. Historically Accurate Rebuttal: While every population deserves human rights, the Arab (Palestinian) leadership’s track record—both in the West Bank and Gaza—has frequently undermined the freedoms of its own people. Critics of the Palestinian Authority or Hamas face harassment, imprisonment, or worse. The educational system is often steeped in hateful indoctrination and antisemitic tropes, not merely anti-Israel political rhetoric. The refusal to acknowledge Jewish historical ties and rights ensures that human rights discourse is one-sided. Without addressing the culture of incitement and the “pay-to-slay” system, claims of pure human rights advocacy ring hollow. 8. Pathways to Peaceful Coexistence Palestinian Misinformation:   Arab (Palestinian) messaging documents typically seek to inspire a global solidarity narrative that applies pressure solely on Israel, assuming that such pressure will lead to peace. Historically Accurate Rebuttal: True peace can only emerge from bilateral negotiation and a mutual willingness to compromise. Israel has demonstrated willingness for territorial concessions, security arrangements, and economic cooperation. Yet lasting peace requires a fundamental change in Arab (Palestinian) political culture—shifting away from glorifying violence, abandoning the “pay-to-slay” stipends, and openly preparing their public for the reality of coexistence with a Jewish state. Encouraging the international community to put one-sided pressure on Israel while ignoring Arab (Palestinian) incitement, refusal to negotiate sincerely, and rejection of Jewish statehood cannot yield a just and sustainable resolution. Conclusion: From an Israeli historian’s perspective, the Arab (Palestinian) messaging playbook omits critical historical facts and present-day realities. Instead of focusing on selective victimhood narratives, authentic peacemaking requires acknowledging Jewish historical ties, recognizing past Arab (Palestinian) leadership choices that prolonged the conflict, repudiating the policy of paying terrorists and their families, and embracing a stance of mutual recognition. Only then can both peoples move toward a genuine, negotiated peace. RESOURCES: U.S. Congressional Bills  The Taylor Force Act | Original Senate Bill (Introduced Version): S.1697 - Taylor Force Act (115th Congress, 2017-2018):   Introduced in the Senate, this bill sought to restrict U.S. assistance to the Palestinian Authority until it took steps to end the “pay-to-slay” program. Final Legislation (Enacted): Consolidated Appropriations Act, 2018 (H.R.1625, 115th Congress)   The Taylor Force Act was incorporated into this omnibus spending bill and signed into law on March 23, 2018.For direct text, see Division S, Title X of the enrolled bill (available as a PDF under “Text” tab). Official GPO PDF of the Enrolled Bill :   The Taylor Force Act provisions begin on or around page 245. House Legislation Specifically Targeting PA “Pay-to-Slay” Terrorist Payments: H.R.1164 - Taylor Force Act (House Version, 115th Congress, 2017-2018)   House-introduced companion legislation also aimed at withholding assistance if the Palestinian Authority continues payments to convicted terrorists. U.S. Congressional Resolutions Condemning Palestinian Terrorism Against Israeli Civilians ( Congress.gov ) H. Res. 354 (115th Congress, 2017) : “Condemning the terrorist attacks in Jerusalem and expressing support for Israel’s right to defend its citizens.” H. Res. 1093 (116th Congress, 2020) : “Condemning Hamas’ terror attacks against Israel.” S. Res. 302 (117th Congress, 2021) : “A resolution condemning the rocket attacks on Israel by Hamas and Palestinian Islamic Jihad.” Congressional Resolution Condemning PA’s “Pay-to-Slay” Program H.Res.513 (116th Congress, 2019): “Expressing the sense of the House of Representatives that the Palestinian Authority’s practice of paying the families of terrorists is an obstacle to peace.” https://www.congress.gov/bill/116th-congress/house-resolution/513   This resolution explicitly calls out the Palestinian Authority’s practice of financially rewarding terrorists, demonstrating Congressional recognition and condemnation of the “pay-to-slay” scheme. U.S. State Department U.S. State Department Foreign Terrorist Organizations (FTO) List: Hamas  and Palestinian Islamic Jihad (PIJ)  are officially designated as Foreign Terrorist Organizations by the U.S. Department of State. https://www.state.gov/foreign-terrorist-organizations/   Country Reports on Terrorism: These reports consistently reference Hamas and Palestinian Islamic Jihad as perpetrators of terrorism. https://www.state.gov/reports/country-reports-on-terrorism-2020/ (See sections on Israel, the West Bank, and Gaza.) White House Statements White House (Archive) - Condemning Hamas Violence (2018): During escalations, the White House issued statements explicitly condemning Hamas -led attacks against Israeli civilians. TheHill.com U.S. Condemnation of Palestinian Attacks (2016): Coverage of U.S. officials condemning Palestinian terrorist attacks in Jerusalem. Politico U.S. Condemnation of Hamas Rocket Attacks (2014): Politico’s reporting on the Obama administration condemning Palestinian rocket attacks and affirming Israel’s right to self-defense.

Is the San Dieguito Union High School District (SDUHSD) System Officially Broken? September 21, 2025 When Jewish parents in the San Dieguito Union High School District (SDUHSD) asked Torrey Pines High School (TPHS) Principal three simple safety questions after the Human Swastika  incident at San Dieguito Academy, the answer they received was disappointing and surprising, considering how easily it could have been avoided. Below, PeerK12 will analyze the shocking discrepancies in those statements and provide a point-by-point breakdown of what these Jewish parents asked, how the principal responded, what SDUHSD policy actually requires, and why the district handled it so badly (AGAIN). The ensuing contrast and contradictions make one thing painfully clear: SDUHSD   principals are not equipped -- or are simply unwilling? -- to follow their own district policies when hate incidents target their Jewish students. The Superintendent’s email notifying the entire District regarding the recent antisemitic hate crime incident at San Dieguito Academy HS (Thursday September 18, 2025 5:00 pm PT) An excerpt: Last May, a group of students created the image of a swastika in a human formation on the athletic field. This image was seen** and captured by a fellow student, who is Jewish, while flying a plane overhead at the time. Deeply and understandably alarmed by the image, the student’s family reported the incident to the San Dieguito Academy administration. However, and unfortunately, the incident was not brought to the attention of the San Dieguito Union High School District administrators until late last month. I share this point not to deflect responsibility but to clarify that there was a clear and unacceptable breakdown in communication between the school and the District. Once I became aware of the image, we took action to work with the families of the students involved and immediately launched an investigation, which is still ongoing. Additionally, we have reviewed and amplified our efforts to remind all students and staff that hate in any form will not be tolerated on our campuses. **PEERK12 FACT CHECK ** The human swastika formation was done as a targeted act . The Jewish student didn't just happen to be flying overhead - the other students knew a Jewish student would be flying overhead, and that is why they formed the human swastika. Our Call to Action In PeerK12’s update about this incident that same Thursday afternoon , we urged parents to reach out to their own principals to ensure that proper protocols were in place at their own school in the event that a similar incident were to occur. Jewish parents wasted NO TIME in reaching out to their school principals with our recommended questions. The responses started to be forwarded to us within 24 hours from high schools across the country, but one in particular stood out to us because it came from a school within the same District where the human swastika incident occurred. Here is what we learned... Torrey Pines High School Case Study Torrey Pines is the high school in the SDUHSD that is not only the largest in terms of student body numbers, but it is also the one with the most Jewish students in this School District. We had hoped the response from the Principal would reflect not only this high concentration of Jewish students at TPHS - but also the sensitive nature of this issue as it shares the same school board, Superintendent, and District protocols as San Dieguito Academy, where the human swastika incident occurred. Below is a sample email (with names redacted) from those Jewish parents, as well as the "cut and pasted" response from the Torrey Pines principal (confirmed as such by each parent we spoke to who had received the exact same cut/paste response from this principal): Hi Principal Coppo, Our son/daughter, [NAME REDACTED], is a [REDACTED] grader at Torrey Pines. Could you please let me know what the Torrey Pines policy is if an antisemitic hate crime occurs on the TPHS campus? What is the protocol and required steps and timelines for notifications? What should Jewish parents expect if (when??) something similar happens to our kids at Torrey? Thank you, [NAME REDACTED] A Play by Play Breakdown of the Response & Why We Are Concerned PARENT QUESTION #1: "What is the Torrey Pines High School policy if an antisemitic hate crime occurs on campus?" Principal's Response "Our TP Pledge was developed specifically to help our students feel more valued and respected. We are also a proud No Place for Hate school, and we have a diverse group of heritage clubs on campus that participate in activities on campus regularly.... The more students learn about each other, the more connected they feel, and the more likely they are to protect each other. Our students and staff feel safe on campus because we are a connected Falcon family." Actual District Policy Board Policies 5131.2; 5145.3, 5145.7 on Discrimination, Harassment, Intimidation, Bullying BP 5145.3 Nondiscrimination/Harassment P rohibits discrimination and harassment, including based on religion/Judaism, and requires prompt intervention, investigation, support, and corrective/ disciplinary action when warranted. BP 5145.9 Hate-Motivated Behavior District must publish rules prohibiting hate-motivated behavior and the procedures for reporting and response, and post them prominently for students, staff, and parents. PEERK12 ANALYSIS Clubs and slogans do not constitute a safety plan. Serving up that gobbledygook the day after a major antisemitic incident and subsequent epic  reporting failure by the district makes it seem like this principal is purposefully dodging a direct safety question.  What we can’t figure out is why ? This district actually does have clear policies on discrimination - so pretending otherwise signals either an outright refusal of transparency, or complete ignorance about them. Either way it’s unacceptable when students (including the Jewish ones) are at risk. PARENT QUESTION #2: “What is the protocol and required steps and timelines for notifications?” Principal's Response "While I can’t talk about a specific protocol for hate speech and hate crimes...." Actual District Policy BP 5145.9 Hate-Motivated Behavior R ep orting procedures must be provided to families; the district designates compliance officers and directs staff to intervene immediately when safe. BP 1312.3 Uniform Complaint Procedures (UCP) C reate s formal investigation timelines, required notices, and appeal rights to the California Department of Education. Early resolution is encouraged, but families are guaranteed a formal path with deadlines and due-process protections. Uniform Complaint Procedure (UCP)   Dr. Evelyn Medina, San Dieguito UHSD Director of Community Resolution and Compliance Prescilla Sanchez, San Dieguito UHSD Executive Director of Student Services WeTip Anonymous SDUHSD Reporting System PEERK12 ANALYSIS Parents need a clear, immediate way to report. But when asked this very specific question, the Principal made no attempt to share the general district process for complaints - he offered no helpful links , no steps to take , no timelines to expect , no who-does-what to clarify, no how-to-report - nothing. Once again, we were left scratching our heads at the lack of transparency and information given by the principal, considering SDUHSD actually outlines all of these protocols on the district website. There is even a dedicated full time staffer who handles all district incidents (including the antisemitic ones). This is a role that SDUHSD Board Trustee Michael Allman was insistent on having when PeerK12 worked with him on writing and passing the Resolution Addressing Antisemitism and Affirming the Value of Jewish Students, Faculty, Staff, and Families in November 2021, because he understood that students and families needed a trusted person to turn to for these very complaints. Additional resources available to students and parents include: Director of Community Resolution and Compliance (Dr. Evelyn Medina) Assurance of Nondiscrimination Policy Title IX/Title VI/Section 504  and compliance resources WeTip Anonymous SDUHSD Reporting System Uniform Complaint Procedure (UCP)   These resources do a pretty good job spelling out the process, timelines, and rights in plain, easy to understand English (and several other languages as well) . So it’s baffling why no one thought with a big announcement from the Superintendent hitting the inbox of every district parent, that it might be a good idea to collect, organize, and queue them up (like we did here) - just in case. When silence - or a total lack of knowledge - about protocols coincides with the district’s own admission of gross negligence in mishandling an antisemitic hate crime, parental trust in the district isn’t merely damaged -  it’s lost. PARENT QUESTION #3: "What should Jewish parents expect if (when?) something similar happens to our kids at Torrey?” Principal's Response "...Each case is unique so there is no “one size fits all” approach, but we do have protocols for investigation, accountability and student support. As a large, comprehensive high school, we are not immune to issues like this, so please know that my administration team is adept at responding ." Actual District Policy Assurance of Nondiscrimination  -  s ta ff must  intervene immediately [when it is safe to do so]. BP 5145.9 Hate-Motivated Behavior (Remedy) R eq uires counseling/guidance/support for victims, support for students who engaged in the behavior, age-appropriate education, and climate measures to prevent recurrence. District Resources Provided to Students and Parents: Compliance, school safety, and community reporting Mandatory Notifications Rights & Protections D istrict WeTip  reporting link Student Services and Student Support Social Emotional Resources  and TPHS resources Family resources Mental Health support services CARE Solace TPHS counselors PEERK12 ANALYSIS Good grief, where to begin...?! Let's start by stating the obvious: this is no longer a hypothetical situation, and so tossing a dismissive " don't worry, my team is adept at responding " at Jewish parents in the same email thread where you've just admitted the district mishandled the Human Swastika Incident at SDA is ...... (drumroll please): DEMONSTRABLY FALSE. It's almost obscene to give this sort of vague assurances that the school “ will work diligently ” if something ever happens. Don’t forget: something DID happen, and the school did NOT work diligently to address it. Next, district parents were just told (in the Superintendent's email) that the district protocol wasn't followed. Here they are reaching out to gain a better understanding of that protocol and for corresponding resources. Not only was their main concern never addressed, they are also not supplied with any information about where to go find the information. The message is unmistakable: the principal is treating them on a “need-to-know” basis, and acting as if they don’t need to know.  The correct response is to give parents concrete information on who the main point of contact would be for all complaints and incidents, provide information on victim support, safety planning, academic accommodations, school-climate remedies, or removal of hateful content. Parents also want to understand whether/when they will be notified during the process, what the communication cadence would be, and potentially how to appeal if the response they receive is inadequate (and highly likely in this case). The Missing Piece on Accountability and Consequences The principal really should have STARTED his response by reassuring parents that hate-motivated conduct against their Jewish children can-and-will  trigger discipline and possible law-enforcement involvement. Unfortunately, he also missed the chance to explain that student-privacy laws bar the district from disclosing specific penalties, thus preempting inevitable future demands to reveal offenders’ punishments. Transparency about consequences to unacceptable behaviors serves as a deterrent and signals to every student that the school treats hate seriously before it escalates.  At SDUHSD this can be found in District Policy AR 5144.1 on 'Suspension and Expulsion/Due Process" and Board Policies 5145.3, 5145.9, 1312.3,  which all provide details about the types of conduct and hate-motivated behaviors that are subject to discipline  and enforcement. Bottom Line: This Isn’t a “Communication Style” Issue . . . This is a Systemic Compliance Failure A principal who brushes off safety questions by waxing poetic about social clubs, empty slogans, and “ I can’t talk about a specific protocols ” is a truly tone-deaf response to parents who are legitimately worried their child could be this district’s next antisemitic hate crime victim. It's this " I can’t talk about a specific protocol ” claim that is his most egregious because it is also completely false . SDUHSD’s own Board Policies (BP 5145.3, BP 5145.9, BP 1312.3), administrative regulations (AR 5144.1), and the district’s robust UCP (complete with a full time staffer) are publicly available and designed for exactly these situations. However, as we can see, even the most well-written process is totally meaningless if the faculty leaders responsible for implementing it don’t  follow it ... or won’t  follow it ... or can’t  even explain it.  And if principals can't articulate their district's clear, policy-aligned protocols for antisemitic hate crimes the day after a major announcement went out detailing how the district failed to follow its own protocols when an antisemitic hate crime occurred - well, then - SDUHSD’s system is officially broken.  Jewish students - and all students - deserve more than platitudes and useless slogans claiming ‘hate has no place here’ when clearly it does. Is that really too much to ask?  In this case, the district’s answer appears to be yes . ADDITIONAL RESOURCES FOR PARENTS & DISTRICTS A CHEATSHEET FOR PARENTS: if something like this happens to you... Document and Report EVERYTHING:   Take voice notes of every detail of the incident, record your child explaining what happened; transcribe using AI (include dates, time stamps, names of anyo ne you met with or spoke to about it); Go to your school district's main website and collect every email of every administrator listed; Send one email to all of them asking who the contact person is for submitting an antisemitic incident report; Submit a written report to site administration and the district’s UCP  portal/contact; Keep copies of everything ; Require district officials to conduct all communication with you ONLY IN WRITING (no phone calls);  Ask for summaries of every meeting to be sent via email; Ask for confirmation of receipt to every complaint you file. Invoke Your Rights:   Cite your district’s equivalent of San Dieguito Union High School’s BP 5145.3, BP 5145.9, and BP 1312.3 - to find your district equivalent - simply search your school district’s website for board policies on anti-discrimination , hate crimes , bullying , civil rights protections/violations , and uniform complaint procedures (UCP) ;  Ask for the timeline and your appeal rights to be sent to you in writing. Request Supports:   Ask for counseling, academic accommodations, and safety planning; Request removal of any hateful content and appropriate school-climate education. Don't Wait - Escalate if Needed:   If timelines aren’t met or remedies fall short, PeerK12 can help you escalate and/or appeal to your state's Department of Education or even the Federal Office of Civil Rights. A CHEATSHEET FOR DISTRICTS: how to respond in a way that evokes safety and builds trust .... Acknowledge -- immediately and publicly -- and state this pernicious hate by name: Antisemitism, Jew-hatred, Anti-Jewish Racism, Anti-Zionism, Hatred of Jews The discriminatory double standard practice of not publicly acknowledging Jew-hatred as a very specific type of hate crime has done tremendous damage over the years. It is time to lead by example - you need to say this - and say it loudly: HATING JEWS BECAUSE THEY'RE JEWS IS WRONG Each time you shy away from immediately sending out a message to your community, you are causing harm by enabling these incidents to continue to grow and spread. The promise is "Never Again Is NOW," not: " never again is in about a month, after we try to deal with this quietly behind closed doors and hope no one finds out about it.. .". Show how to take real accountability   Don't just say "hate-motivated behavior and conduct are not tolerated" - be specific and give examples - leave no doubt in anyone's mind. Discipline consistent with AR 5144.1  or equivalent, and Ed Code (including hate-violence where applicable); Reassure parents and students alike that staff are required to intervene **immediately.** Give parents clear information on how to report incidents Specify who parents should contact at the school site (principal, associate principal, counselor assigned to your student, UCP coordinator, reporting hotline, etc.); as well as who the single point of contact for these issues would be for the entire district;  Link to your district's policies on Title IX, Title VI, UCP, and Assurance of Nondiscrimination; Detail about when and why coordination with law enforcement is required (and what to expect in that situation); Keep this information handy so you can quickly access it and send it anytime to anyone. Help parents understand what happens during and after the incident complaint process   Provide them with a direct line of communication with your UCP coordinator; Let them know what your cadence is for written confirmation from UCP coordinator when complaint submissions are received; Give explanations of next steps and what parents can expect in terms of timelines (interviews, evidence collection, findings); Offer information on appealing an outcome should they find it unsatisfactory. Reassure parents that the district provides many supports and remedies   Counseling, check-ins, academic accommodations, safety planning, removal of hateful content, and school-climate education. AVOID referencing irrelevant school programs (that are CLEARLY not working) Each time you list these empty slogans you alienate parents - especially when these programs ('no place for hate') aren’t even searchable on your website... Latching on to these during a misstep only draw more attention to the fact that you failed to implement whatever that program claims it can do for you (and highlights irresponsible spending if the program has cost the district a lot of money when there is clearly nothing to show for the lost investment). Last but not least: please STOP consulting your "anti-bias" trainers and START listening to the Jewish students and their parents in your community about what they want and need in order to feel seen and heard.

Lawmakers strip enforcement powers, antisemitism definition, and accountability from AB 715 - leaving Jewish students defenseless while advancing Ethnic Studies. What began as a promising civil-rights bill to protect Jewish and Israeli-American students in California’s public schools has been gutted beyond recognition. Governor Gavin Newsom signed AB 715 , but not before lawmakers systematically removed every safeguard  that once made the legislation meaningful. The result? A powerless “Office of Civil Rights and Antisemitism Prevention Coordinator” who cannot investigate , cannot enforce , and cannot act  - only “ advise .” What Happened to CA AB 715? In a late-summer committee room, AB 715 was gutted like a political sacrifice. The legal definition of antisemitism? Deleted. The power to investigate or enforce? Stripped. The Office of Civil Rights Coordinator? Reduced to a powerless “technical assistant.” Does AB 715 Provide Any New Protections? Not really. The bill mostly focuses on the creation of a state-level antisemitism coordinator to serve as a resource provider (with no investigative or oversight powers). Other than that, there are only two real new items that do not already exist. One requires that each local school district must create a page on their website to outline the resources available on antisemitism and provide annual notification to parents about these resources : " The bill would require the Superintendent, in consultation with the executive director of the state board and the Antisemitism Prevention Coordinator, to develop and maintain a distinct internet web page containing resources and information specific to antisemitism on its internet website.; and "(e) Information regarding the requirements of this section shall be included in the annual notification distributed to pupils, parents and guardians, employees, and other interested parties pursuant to Section 4622 of Title 5 of the California Code of Regulations or any successor regulation. " And the second change from what is currently already available is a modification to the existing complaint process that removes the need for a name to be associated with complaints: "A complaint may be filed by any member of the public, including anyone electing to file anonymously, if the complaint provides evidence or information leading to evidence to support an allegation of noncompliance with subdivision." Listen on Spotify Listed to Our Breakdown on the Israeli-American Podcast: California's Antisemitism Bill Explained with ICANaction & PeerK12 Listen on Apple PeerK12's Nicole Bernstein joined ICAN's Dillon Hosier for a breakdown of AB 715 in this podcast episode from October 8, 2025. The discussion starts with the breaking news of the day - Trump's Gaza Plan accepted and the hostages are set to be released! Then we dive into AB 715 to discuss what that bill means for Jewish and Israeli-American students, how AB 715 was positioned as legislative cover for advancing the Ethnic Studies mandate, and why both ICAN and PeerK12 are urging Californians to stay engaged ahead of the 2026 legislative session. How AB 715 Was Dismantled During the September 10 Senate Education Committee hearing, lawmakers detailed the drastic changes made to AB 715 and explained their reasoning. As each speaker gave their comments, it became clear that this bill had been tokenized and was being used as a thinly veiled legislative cover to advance the Ethnic Studies mandate rather than as a genuine civil rights tool to protect Jewish and Israeli-American students. Chair Senator Sasha Renee Perez spelled it out on the record: “The bill does not directly define antisemitism... it no longer includes provisions specific to an antisemitic learning environment.” And: “The Office of Civil Rights and Antisemitism Prevention Coordinator... will not be doing investigations.” Meanwhile, real cases will keep getting lost in the same broken Uniform Complaint Process  - a bureaucratic graveyard already notorious for delays and inaction. Perez went further, editorializing mid-hearing that Prime Minister Benjamin Netanyahu is a “ war criminal” and calling Israel’s self-defense in Gaza “ criminal .” Why do we believe this is all about ethnic studies? Because they told us themselves. During that same late night September 10 Senate Education Committee hearing, other lawmakers finally allowed themselves to say the quiet part out loud. Senator Lena Gonzalez - chair of the Diversity Caucus - announced: The diversity caucuses want Ethnic Studies. We absolutely believe in Ethnic Studies. We want Ethnic Studies to move forward.” Translation: AB 715 isn’t a shield for Jewish or Israeli-American students.  It’s camouflage - designed to make opposition to Ethnic Studies look unreasonable, while ensuring the state’s new graduation mandate (AB 101) faces no serious resistance when it is brought back into the Legislature for discussion in 2026. Governor Newsom signs away real civil rights protections Governor Newsom's signing statement promises "follow-up" legislation in 2026 to address concerns about requirements like factual accuracy in instruction. We fully anticipate that an additional "follow-up" will surface when the Diversity Caucuses cash in their IOU's and demand that the elusive Ethnic Studies funding debate will once against take center stage. The message to Jewish families was unmistakable: this law isn’t about protecting you. It’s about protecting their politics. PeerK12's response We thank the authors for starting the conversation and their valiant efforts to stay the course; but let’s be clear: this bill was hijacked and gutted - what's left is a whole lot of nothing. What could have been California’s first meaningful protection against antisemitism in classrooms was instead rewritten to serve as a political shield for the state’s Ethnic Studies establishment. AB 715 is not enforcement. It’s performance. A decoy meant to neutralize public outrage while allowing the ideological status quo to advance unchallenged. This is what we're up against: California Senator Sasha Renee Perez on AB 715; Friday September 12, 2025 full statement about (or rather, explanation of) this antisemitism bill - specifically what it IS - and what it is NOT . What comes next? Governor Newsom’s promise of a 2026 “fix” means this fight is far from over. We'll be watching to ensure next year’s legislation delivers real  protections: Clear definitions of antisemitism rooted in civil-rights law. Investigative authority with enforcement teeth. Accountability for districts that ignore Jewish student safety. We urge every parent, advocate, and ally to stay ready. Read ICANaction's Policy Briefs on AB 715: ICAN Statement Urging Californians to Stay Engaged Following Governor Newsom’s Signing of AB 715 Newsom Signs AB 715 on | October 7, 2025 ICAN Statement and Policy Brief of AB 715 AB 715 - Antisemitism Legislation Policy Brief & Position: Suppo rt | July 7, 2025 RELATED LINKS: Link to AB 715 on California's Legislation Website Gov. Newsom's Press Release on SB 48 and AB 715 Governor Newsom signs bills further cracking down on hate and antisemitism in California schools Link to AB 715 Signing Statement from the Governors office  (PDF) Golden State Plan to Counter Antisemitism Commission on the State of Hate California vs. Hate Hotline

by Nicole Bernstein | May 20, 2025 | Originally Published on Algemeiner Demonstrators holding a “Stand Up for Internationals” rally on the campus of the University of California, Berkeley, in Berkeley, California, US, April 17, 2025. Photo: Carlos Barria via Reuters Connect. There are two hard truths at the core of the ethnic studies mandate debate currently raging across California, which continue to generate intense division and a growing number of lawsuits. For those of us in the Jewish community, acknowledging these truths is urgent. Wherever ethnic studies — and its ideological sibling, DEI — are  implemented ,  Jewish students  have faced some of the  most egregious violations of Constitutionally protected civil rights our country has experienced in recent times. The first hard truth is that to teach “authentic” ethnic studies (as its architects intended), one must categorically reject Zionism. That’s not a flaw in the system — it’s the point. The second point follows with painful clarity: you cannot fight antisemitism while embracing the very ideological framework that perpetuates it. Zionism is inseparable from the Jewish people — it is our identity, our origin story, our homeland, and our essence. And yet, across California classrooms — and increasingly across the country — Zionism is being smeared, redefined, and dismantled by the purveyors of “authentic” ethnic studies. And it’s showing up in the vast majority of school districts, classrooms, and colleges across America. Ethnic studies teaches that Zionism — and even Israel’s existence — is something to be rejected. But the vast majority of Jews worldwide believe Zionism simply means that the Jewish people have the right to live freely and safely in their own homeland. Calling Zionism “racist” isn’t education — it’s hate dressed up as justice. This isn’t a misunderstanding, or the fault of “a few bad teachers.” Hostility to Zionism is not incidental — it is central to the ethnic studies project . By its own  definition,  ethnic studies is not about cultural understanding. It is a radical ideological framework born out of revolutionary Marxism and the Third World Liberation Front. It’s about dismantling systems it views as oppressive — “white supremacy,” settler colonialism, and capitalism. From its inception, ethnic studies was designed to “ decolonize ” the world — which in practical terms, means the dismantling of Western democracies, including the United States and Israel. This is not my interpretation. It is, nearly word-for-word, how ethnic studies scholars describe their own discipline. One ethnic studies professor, Dr. Marcelo Garzo Montalvo,  describes the curriculum as rooted in a “fundamental critique of power,” with the explicit goal of “engagement” with “white supremacy, settler colonialism, racial capitalism, and other global structures of power.” He explicitly states that California’s high school ethnic studies requirement “has no other origin besides [Third World Studies] and their relevant demands.” The curriculum’s origins lie in revolutionary movements, not multicultural education. Those familiar with the origins of the Third World Liberation Front know this: Zionism was never going to be recognized as the Jewish liberation movement.  Ethnic studies would never portray it as progressive, aspirational, or worthy of respect . Ironically, Zionism is the only real-world example of the very “decolonization” ethnic studies claims to pursue. And yet, rather than celebrate it, ethnic studies revives a familiar tactic: taking whatever society deems the ultimate evil and projecting it onto the Jews. That’s the danger: ethnic studies packages ancient hate as modern “social justice.” And in ethnic studies, it’s not just present — it’s institutionalized . At this point, any effort to add “balance” to ethnic studies through Holocaust education or occasional references to Sephardic Jewish diversity is utterly futile. And still, some major Jewish organizations continue to try and reform ethnic studies from within — offering feedback, drafting addendums, proposing lesson plans. Why? Out of fear, or perhaps the belief that being “at the table” means having a say? The answer is a cocktail of fear, ignorance, wishful thinking, and institutional groupthink. Many hoped ethnic studies could be tamed — turned into a tool for inclusion, maybe even used to elevate Jewish identity alongside others. They believed that by having a seat at the table, they could influence what’s on the menu. But the truth is:  we were never meant to be at that table . Not as equals. Not when Zionism — central to Jewish identity — is framed as part of the problem. And so long as we continue to assert our right to self-determination in our ancestral homeland (Zionism), we will always be portrayed as the villain. The more we try to sanitize the ethnic studies movement as a plea for inclusion, the more legitimacy we give to the  latest iteration of Jew-hatred  that seeks to destroy us. We cannot protect Jewish students while endorsing a curriculum that teaches others to hate Jews. And we cannot defend Zionism while legitimizing an ideology that slanders it as oppression. The solution to ethnic studies is not reform, it is rejection. Zionism is the civil rights movement of the Jewish people. It deserves to be taught with truth, not twisted into a caricature. Not reduced to a slur. And if defending Zionism means standing alone, so be it. It wouldn’t be the first time. It won’t be the last. When a movement tells you — clearly and proudly — that it opposes everything you stand for, the most self-respecting thing you can do is believe them. Nicole Bernstein is the co-founder of * PeerK12 , a grassroots organization combating institutionalized Jew-hatred in K-12 education. A mother of two public school students, she serves on her School District’s Equity Advisory Council

Subversion and “othering” have proven to be disturbingly effective, contributing to an increasingly fractured Jewish community. This division has made it difficult for us to unite and recognize the external threats we face. NICOLE BERNSTEIN | March 9, 2025 | Published originally in L'Chaim Magazine Education is no longer just about reading, writing, and arithmetic; ideological battles now shape classrooms across the United States. One such battle centers on ethnic studies—originally intended to highlight marginalized voices and foster historical understanding. ​ However, ethnic studies was hijacked right from its inception by political operatives aiming to reshape our nation’s core values. ​ The surge in antisemitism, particularly in K-12 and college settings, underscores the success of these divisive strategies. Subversion and “othering” have proven to be disturbingly effective, contributing to an increasingly fractured Jewish community.   This division has made it difficult for us to unite and recognize the external threats we face.​ The Ethnic Studies Origin Story: Hero or Villain? Ethnic studies began in the late 1960s at San Francisco State University and the University of California, Berkeley, with the goal of offering diverse perspectives and reconciling historical truths, though it quickly became a Trojan Horse for radical, anti-American ideology—eroding our nation’s Judeo-Christian, pro-democracy foundations in favor of collectivism, violent revolution, and Marxist totalitarianism. Rather than foster unity, it divides students into categories of oppressors and oppressed , fuels resentment, legitimizes Jew-hatred (including anti-Zionism), and glorifies violent social upheaval. The Data Behind the Concerns Jewish organizations initially dismissed concerns about systemic antisemitism in education, attributing incidents to isolated cases. However, a December 2023 Harvard-Harris Poll revealed disturbing trends: a 900% increase in reported antisemitic incidents in the U.S., with 30% of young Americans under 24 believing Jews caused the Holocaust, 60% believing Hamas was justified in its October 7 attacks on Israel, and 67% viewing Jews as oppressors. These statistics point to a broader educational shift that prioritizes political activism over academic rigor. California’s Ethnic Studies Mandate Controversy Governor Gavin Newsom’s 2025 budget excluded funding for the ethnic studies mandate (AB101), preventing its enforcement as a graduation requirement. While seemingly a victory for opponents, the battle is far from over. Ethnic studies advocates are entrenched among faculty and administrators while school board meeting confrontations confirm a determination to teach ethnic studies regardless of state funding. Moreover, external funding from activist groups and foreign entities shields these programs from financial constraints, allowing them to spread unchecked. Teachers’ Unions: America’s Most Powerful Monopoly Teachers’ unions control nearly every aspect of public education. According to Americans for Fair Treatment, unions allocate twice as much funding to political campaigns as they do to services for members. Teachers’ unions, which dominate oversight mechanisms at the local, county, state, and national levels remain deeply invested in advancing ethnic studies, strategically infiltrating school boards over the past fifty years, and redirecting their focus from teacher advocacy to political activism. At the 2019 National Educators Association (NEA) conference, for example, they rejected a proposal to prioritize “centering student learning” in favor of a resolution mandating Critical Race Theory (CRT) in K-12 schools. Activist educators have embedded themselves in school systems, promoting antisemitic rhetoric and radical political views. Groups like the Liberated Ethnic Studies Model Curriculum Coalition equate Israel with apartheid and promote figures like Popular Front for the Liberation of Palestine (PFLP) member Leila Khaled, Huey P. Newton, and Angela Davis, while the Marxist-Leninist group Union del Barrio, which calls for the decolonization of Southwestern USA, is influencing school board elections When Ideologies Become Reality PeerK12 has exposed many incidents which illustrate the extent of the issue locally. The San Diego Unified School District (SDUSD) Equity & Belonging Department has repeatedly distributed anti-Israel and antisemitic propaganda as resources to thousands of teachers; they later retracted and apologized but the damage is done. SDUSD was also forced to remove their District English Learner Advisory Committee Chair for sharing violent anti-Israel imagery. Unfortunately, she also served on the district’s Ethnic Studies Advisory Committee, and currently does teacher training for the Liberated Ethnic Studies Consortium. In San Dieguito Union High School District, a middle school teacher proudly displayed a picture of Adolf Hitler as an example of “great leadership skills.” She vehemently refused to remove the photo but was finally forced to after PeerK12’s mobilization efforts. That incident also resulted in the district creating the Superintendent’s Jewish Parent Committee. In Poway Unified School District, a PTA president and DEI VP was removed, and that DEI committee was dismantled, after we exposed her promotion of extreme antisemitic rhetoric while leading diversity efforts across the K-12 district. Another district enacted new policies for “Multicultural Day” after we exposed anti-Israel paraphernalia being distributed under the guise of a Palestinian heritage display. A history teacher at High Tech High International publicly undermined a Jewish student’s presentation on Israel’s 1948 War, replacing it with a pro-“Nakba” narrative while exempting other students from such scrutiny. After many meetings the teacher was forced to publicly apologize for the incident in front of the entire class. At Francis Parker School, a history class provided heavily anti-Israel biased materials with inflated casualty stats. PeerK12 was allowed to audit the history department curriculum, resulting in removal of biased materials and the restoration of factual lesson plans. Groups like ours are fighting back through monitoring curricula for biased content, advocating in school board meetings and parent coalitions, using legal action including Title VI of the Civil Rights Act to challenge antisemitic discrimination, and engaging with school board candidates to restore educational integrity. A Fight for the Future of Education The ethnic studies battle extends beyond education—it represents a battle for the ideological future of America’s youth. It is also a crucial issue for the American Jewish community, which faces the risk of further division or, alternatively, the opportunity for unity in the fight against this radicalization. Teachers’ unions and activists have spent decades embedding their agenda in public schools. We must act to undo this damage by reclaiming school boards, holding unions accountable, and advocating for objective, non-politicized curricula. Until this is achieved, education will remain a battleground for the ideological hearts and minds of Americans.

Across the country, Jewish students face rising levels of hate, discrimination, and exclusion within their schools. But the root cause of this problem isn’t simply the actions of a few bad actors—it's a systemic issue embedded in policies, ideologies, and local education practices that perpetuate antisemitism. In fact, as we often say at PeerK12: antisemitism in K-12 education is NOT an education issue—it’s a POLITICAL one . That’s why political power is the key to creating meaningful, lasting change. We understand that eradicating antisemitism from our education system requires more than just public awareness. It requires winning political majorities at every level—local, state, and federal. Why Political Power is Crucial We live in a world where policies shape our children’s education. There are laws and education codes that dictate which curriculum is taught in classrooms, there are policies and guidelines that outline how schools should address hate speech in schools, and there are lawmakers who decide how schools are both funded and regulated—bottom line: politicians are the ones who have the power to set the agenda. But what most people don't know is that many of the institutions in charge of K-12 education policies from A to Z are heavily influenced by political ideologies. Whether it’s your local school board, our state legislatures, or even Congress - decisions that affect Jewish students’ safety and well-being are often made inside political offices. And far too often, the voices of the Jewish community have been drowned out or sidelined. If you need proof of this - just take a look at the discrepency between the small percentage of Jewish students in any given school and the disproportionately hig h number of antisemitic incidents in those schools. Yet, many policymakers fail to take meaningful action to prevent such incidents or address the root causes. Worse still, some of these leaders are actively working to promote ideologies that contribute to antisemitism. This is where political power comes in. By engaging in the political process at all levels—from school boards to Congress—we can ensure that Jewish civil rights are protected and that policies are put in place to actually combat hate in schools. Political power gives us the ability to influence the levers that govern education and allows us to demand accountability from those in charge. Targeting Elections: A Strategic Focus At PeerK12, we’ve developed a strategic approach to winning political power. Our plan isn’t just about supporting individual candidates—it’s about building a nationwide political movement that galvanizes voters, elects pro-Jewish Civil Rights candidates, and enact policy changes that protect Jewish students. Here’s how we do it: 1. Starting Local: School Boards Many people don’t realize how much power local school boards hold. School boards make crucial decisions about the curriculum, safety policies, and discipline procedures in K-12 schools. School boards decide who is chosen and paid to train the teachers in their districts, and they're responsible for setting the tone on how antisemitism is handled in the classroom. If we want to tackle the problem at its roots, we must focus on electing school board members who will take strong stances against hate and discrimination. PeerK12's Election Hub: Candidate Surveys, Forums & Candidate Town Halls. PeerK12 engages with candidates and voters alike during local school board elections. Candidates need to understand the nuances of the issues affecting their future constituencies, and constituents must make their voices heard by the select few who will be responsible for upholding existing legal or legislative protections in their communities. This is an essential and symbiotic relationship - and one that can only be developed at the grassroots level. By engaging directly with school board members members and candidates who are committed to addressing antisemitism directly, we create a foundation for positive change in the education system. These local victories create momentum that will spread to the state and national levels. 2. Expanding to State Legislatures While we secure these local relationships, we must simultaneously turn our attention to state legislatures. State legislators have a direct impact on how public schools are funded, regulated, and held accountable. By targeting specific races in areas with rising antisemitism or weak educational protections, we can work to educate lawmakers to prioritize the fight against anti-Jewish hate in schools. State-level policy changes can have a wide-reaching impact. For example, we can push for comprehensive oversight legislation, defund programs that promote divisive ideologies, and ensure that schools have the resources to deal with these issues effectively. Policies set at the state level can serve as important precedents that can be adopted nationwide. 3. Reaching the Federal Level: Congress While most education policy is handled at the state level, the Federal government provides an important layer of protection and oversight that cannot be underestimated. As we saw first hand in May 2024 when PeerK12 participated in the Congressional Hearings on Antisemitism in K-12, the Federal government has the ability to step in when States or local education agencies (L.E.A.'s) consistently fail to protect their most vulnerable citizens. Congressional oversight can include pushing for enforcement of Constitutional Rights such as Title VI Civil Rights through the federal Office of Civil Rights (OCR) Investigations process. The federal government also has the authority to withhold funds or defund states that allow indoctrination and discrimination to continue unchecked at the K-12 level; as well as proceed with federal litigation against states or district entities that consistently fail to provide their Jewish students with civil rights protections afforded to all other marginalized groups. By advocating for pro-Jewish and pro-Israel policies to members of Congress, we can ensure that the voice of Jewish students is heard in Washington, D.C. The Power of Voter Mobilization None of this is possible without voter mobilization. At PeerK12, we focus on educating voters about the critical role that political action plays in ensuring the safety of Jewish students. Tamar Caspi (2nd from the left) at the Combat Antisemitism Movement Annual Mayors Summit in December 2024. We hold voter education workshops, community events, and grassroots outreach campaigns to engage the broader community—both Jewish and non-Jewish. In addition to targeting Jewish voters, we actively engage with allied communities—those who may not be directly affected by antisemitism but who recognize the importance of protecting all students from hate. Building a broad-based coalition of voters ensures that we have the numbers needed to influence political outcomes. Our work isn’t limited to one community. It’s about uniting diverse groups to create lasting change. By focusing on both Jewish and non-Jewish communities, we broaden our base of support, ensuring that political power is in the hands of those who will protect Jewish civil rights. The PeerK12 Strategy: A Winning Formula The formula is simple: engage , educate , and elect . We engage with voters and candidates through targeted campaigns. We educate them on the importance of electing pro-Jewish candidates and advocating for antisemitism-free schools. And we elect candidates who will champion the cause of Jewish civil rights at every level of government. PeerK12 doesn’t just wait for change to happen. We make it happen—one election at a time. By strategically targeting elections from school boards to State Legislatures and even to Congress, we are building a political movement that will have a long-lasting impact on the future of Jewish students and the fight against antisemitism in education. The Path Forward The only viable path to ending systemic antisemitism in K-12 education is through political action. It requires unifying voters, electing strong candidates, and creating policies that protect Jewish students. PeerK12 is leading the charge—but we need your help . Whether you’re voting, volunteering, or donating, you can make a difference in this fight. Join the movement   today, and together we will create a future where antisemitism has no place in our schools.

Navigating the nuances of legislative bills can be confusing—everything starts to blend together, making it hard to determine whether to support a bill without digging into the fine print to understand its true impact. Don’t worry—PeerK12 has done the heavy lifting for you. Just read our notes to get up to speed. Below, we break down the key details of California’s newest Ethnic Studies Assembly Bill 1468 ,  and analyze if its provisions will be enough to protect the civil rights of Jewish students and teachers, as well as all students who could be impacted by this Bill. Overview: Ethnic Studies California Assembly Bill 1468 AB 1468  is a bill that aims to create and standardize ethnic studies courses in California high schools by 2028 with two main functions: the creation of content standards, and curriculum transparency. Our Analysis Our analysis of AB1468 reveals significant concerns. The bill lacks essential enforcement mechanisms for both content standards and transparency requirements. Without these, AB1468 will fail to create meaningful accountability or change at the district and classroom levels. Moreover, by elevating ethnic studies to equal standing with core subjects such as math, science, English, and history, AB1468 paves the way for the potential adoption of ethnic studies as a mandatory admissions requirement for the UC and CSU systems as a new "Area H" . Such a move would effectively impose Liberated Ethnic Studies on all applicants worldwide seeking admission to California’s public universities. Key Takeaways AB 1468 seeks to create content standards for ethnic studies as a way to ensure school districts adhere to the original guardrails that AB 101 outlined. However, the new bill lacks clear enforcement measures to ensure the curriculum is fair, balanced, and free from bias, which had also been the main issue with AB 101 . High Cost: Funding for Ethnic Studies is Still in Limbo The mandate is estimated to cost the state upwards of $275 million annually . Budgets would need to come from other educational areas - and based on Gov. Newsom's realignment in recent months, it seems highly unlikely that he would approve any funding towards such a politically charged issue. AB 1468 also seeks to elevate ethnic studies to the same level of importance as math, science, english and other core subjects. A potential unintended consequence is already happening - a push to make ethnic studies a UC/CSU admissions requirement - as a new "Area H". This effort has been underway for years and has recently seen a resurgence (CA Ballot Measure Submission: Advancing Ethnic Studies Action Act ). A number of our grassroots partners were actively opposing this: AMCHA Defeated Area H Ethnic Studies Admissions Requirement . Parents should be aware that AB 1468 does not protect their children from harmful or biased content in ethnic studies courses or content inside curriculum. The bill lacks district-level enforcement or state-level accountability - there is no penalty for deviations or violations. T here are also no consequences for districts violating existing state content standards in core subjects (English, History, Science, etc.). Current core subjects are already embedded with ethnic studies (like Ethnic Literature classes) - with no content standards enforcement mechanism. The onus falls to parents and their students to oversee and challenge biased or inappropriate content on their own with no support from the State level with regards to oversight or enforcement. Often this opposition must occur publicly - usually via litigation (examples: here , here  and   here )  which can leave their children vulnerable to retaliation at the school site or school district location. The bill excludes Jewish American history  and enforces the flexibility given to local school districts to create their own curricula, which could lead to disparities and ideological issues in the classroom. Who is Endorsing this Bill & Who is Opposing it It's important to note here that - as with all things ethnic studies related - it's complicated.... Our analysis of the unfortunate division within the Jewish community on this bill is that half of the Jewish community wants to prioritize content standards and transparency in order to have a clear baseline by which "the guardrails" can be judged (these are the orgs listed below as endorsing/supporting the bill). The other half of the Jewish community wants to prioritize enforcing existing protections and general content standards before trying to legislate and create additional new ones specifically for ethnic studies. The main issue is that AB1468 does not provide any oversight mechanism or enforcement levers that could be activated to ensure new ethnic studies specific content standards are followed. We've seen time and time again that content standards are not being enforced for core subjects like history or english - which means adding content standards for ethnic studies will not be an effective deterrent to ensuring the removal of harmful ideologies and antisemitic content from any ethnic studies class across more than 1000 school districts in California. That is the reason why you see below that half the Jewish community is supporting this bill, while the other half is opposing it. We are disappointed that AB1468 does not have any provisions to enforce either the content standards or the transparency clauses that it seeks to accomplish with this bill. Without those in place, there will be no noticeable difference on the ground in districts and classrooms with or without AB1468. Furthermore, if AB1468 passes that automatically elevates ethnic studies to the same level of importance as math, science, english, history, etc. - which means that there will be no foreseeable way to continue to halt it from becoming an admissions requirement at the UC/CSU level, which would effectively mandate Liberated Ethnic Studies for anyone in the world who applies to California state universities. ENDORSING Jewish Legislative Caucus JCRC-CAL JPAC-CAL CA Jewish Federations CA Hillels CA ADLs Hadassah IAC OPPOSING DUE TO LACK OF ENFORCEMENT & PROTECTIONS Jewish Grassroots Parent Organizations (~40 groups) AMCHA Initiative Israeli-American Civic Action Network Jewish Legal Network Hindu-American Foundation Californians for Equal Rights OPPOSING DUE TO FORCED TRANSPARENCY California Teachers Association (unions) Liberated Ethnic Studies C.A.I.R. Democratic Socialists of America (Silicon Valley Chapter) Articles Exposing Antisemitism in Ethnic Studies Ethnic studies standards can’t save California’s deeply flawed mandate Apr 22 2025 | EdSource California DOE finds school’s ethnic studies curriculum discriminated against Jewish students   Apr 10 2025 | Jerusalem Post How A New ‘Ethnic Studies’ Curriculum Promotes Anti-Semitism In California Mar 13, 2025 | DAILY WIRE The Ethnic Studies Battlegrounds: Political Ideology, Teacher Unions, and a Divided Jewish Community   March 9 2025 | L'Chaim Magazine Lawsuits charge antisemitism, civil rights violations at California charter school and high school district Nov 19, 2024 | EdSource I Grew Up With Soviet Communism; Now as a Trustee I See It Embedded in California’s Ethnic Studies Sept 11 2024 | Epoch Times What Some in Our Community Get Wrong About Ethnic Studies Sept 25, 2024 | Jewish Journal Crack Down on Anti-Semitic K–12 Curricula   Apr 30 2024 | City Journal Ethnic Studies Promote Antisemitism, Bigotry in U.S. Schools Sept 23, 2023 | RealClear Politics How U.S. Public Schools Teach Antisemitism Dec 19 2023 | The Free Press Our Recent Webinars Discussing Ethnic Studies & AB1468 April 28, 2025 March 31, 2025 February 25, 2025 Here's a deeper dive into some of the major concerns around this new ethnic studies bill ... Creation of Content Standards & Curriculum By 2028, the State Board of Education must develop content standards for ethnic studies courses in high schools. These standards will guide what students should learn in these courses. The Instructional Quality Commission will review and recommend curriculum frameworks and materials to be used in teaching ethnic studies. Advisory Committee Formation: the bill stipulates an additional piece of legislation be created to form an Advisory Committee composed of experts in only four (4) main areas of ethnic studies: African American studies, Asian American and Pacific Islander studies, Native American studies, and Latino and Chicanx studies. California school districts must submit their curriculum to be reviewed and approved based on these content standards. Graduation Requirement Confusion & Timing Misalignment Starting with freshman entering 9th grade in the 2025–26 school year, all high school students will be required to take a one-semester ethnic studies course to graduate. California school districts will be required to submit their one-semester (minimum) of ethnic studies curriculum to the State Department of Education for compliance with the content standards - however : the content standards won't be completed until 2028 - leaving a gap that puts districts at a disadvantage and potentially leaving them vulnerable to litigation and controversy. This graduation requirement can only be enforced only if the state provides the necessary funding, and as of April 2025 ethnic studies remains unfunded at the State level, making it null and void. Both AB101 and AB1468 fail to clarify whether state funding is/will/must/could/should be provided simultaneously or if funding AB1468 would automatically trigger and/or include provisions for the funding of AB 101 (see, not confusing at all anymore - right?). Course Content Requirements/Restrictions [ LIST OF ED CODES ] The curriculum must be inclusive, teaching the histories and contributions of marginalized groups like African Americans, Native Americans, Latinos, and Asian Americans. The course should not promote   bias, discrimination, or religious teachings. The courses must follow existing CA Ed Codes : 51530 ARTICLE 4 . Prohibited Instruction: Advocacy or Teaching of Communism No teacher giving instruction in any school, or on any property belonging to any agencies included in the public school system, shall advocate or teach communism with the intent to indoctrinate or to inculcate in the mind of any pupil a preference for communism. 51500 ARTICLE 1.  Prohibited Instruction: Prejudices A teacher shall not give instruction and a school district shall not sponsor any activity that promotes a discriminatory bias on the basis of race or ethnicity, gender, religion, disability, nationality, or sexual orientation, or because of a characteristic listed in Section 220. 51501. ARTICLE 1.  Prohibited Instruction: Prejudices (a) The state board and any governing board shall not adopt any textbooks or other instructional materials for use in the public schools that contain any matter reflecting adversely upon persons on the basis of race or ethnicity, gender, religion, disability, nationality, or sexual orientation, or because of a characteristic listed in Section 220. 49091 - 14.  ARTICLE 1.  Parental Review of Curriculum    The curriculum, including titles, descriptions, and instructional aims of every course offered by a public school, shall be compiled at least once annually in a prospectus. Each school site shall make its prospectus available for review upon request. When requested, the prospectus shall be reproduced and made available. School officials may charge for the prospectus an amount not to exceed the cost of duplication. LACK of Oversight & Compliance The California Department of Education (CDE) will be tasked with monitoring how well districts follow these new guidelines - but the bill does not specify exact penalties for noncompliance. Reports will be provided every five (5) years to lawmakers to track how districts are implementing these standards. Potential Issues Without state funding, the ethnic studies mandate will not go into effect - however , more than 200 of the 1000 California school districts have already implemented ethnic studies with no oversight, no transparency, no enforcement of existing ed codes. The bill excludes Jewish American history from its ethnic studies content, focusing only on a few specific marginalized groups. The bill places the burden of monitoring content on parents, with no clear enforcement mechanisms in place to hold districts accountable for ideological bias. Creating standalone content standards for ethnic studies in K-12 could potentially trigger the UC/CSU systems to demand that ethnic studies then also become an admissions requirement ( see below for more detail ). BILL SHORTCOMINGS ANALYSIS Lack of Oversight Enforcement AB 1468  does not explicitly outline specific penalties or consequences for districts that fail to comply with its requirements. However, there are certain implications and mechanisms that could be triggered in case of noncompliance. Here's a breakdown of the relevant provisions related to compliance and the potential consequences of failure to comply: Monitoring and Compliance Section 60165  (as previously mentioned) requires the California Department of Education (CDE)  to monitor compliance with the ethnic studies requirements, as part of the annual compliance monitoring  of state and federal programs. This oversight will help ensure that districts implement ethnic studies courses according to the guidelines set by the state. The CDE  will compile data  over a five-year period, which will be reported to the relevant policy and fiscal committees of the Legislature . This is part of the larger monitoring process to evaluate whether districts are meeting the standards of ethnic studies curriculum. Lack of Explicit Penalties The bill does not lay out a clear enforcement mechanism  or set of penalties  for districts that fail to offer ethnic studies courses in compliance with the state's requirements. This lack of explicit consequences means that enforcement largely depends on the effectiveness of the CDE's monitoring system  and the public accountability  mechanisms such as reports to the legislature and potential legal action by concerned parties (e.g., students, parents, or civil rights organizations). Potential Consequences of Noncompliance While the bill does not specify exact penalties  for noncompliance, several indirect consequences could arise: Funding or Financial Repercussions Noncompliance could result in loss of state funding  or other financial penalties , especially if the state determines that a district is not meeting educational standards set forth by the state. Failure to comply with state-mandated education requirements could potentially affect a district's eligibility for state block grants, federal Title I funding, or other educational funds. Legal Action and Lawsuits Parents, students, or advocacy groups  could file lawsuits against districts that fail to comply with the law, particularly if students are being denied access to mandated ethnic studies courses. Legal challenges could argue that students are not receiving an equitable education, potentially violating their rights under state or federal law, including equal protection  provisions or civil rights laws . Reputation and Public Accountability Noncompliance  with ethnic studies mandates could negatively impact the reputation of the district, particularly if complaints are raised by parents or local communities about the failure to implement required courses. Publicly available reports  from the CDE about noncompliance could pressure districts to adjust their practices to align with state standards, even if direct penalties are not initially applied. Summary of Oversight Provisions While AB 1468  establishes a monitoring process and requires compliance reports, it does not specify direct penalties  for districts that fail to meet the ethnic studies course requirements, even though it mentions Section 60165  multiple times, making it clear that the California Department of Education (CDE)  will be responsible for monitoring compliance  with the ethnic studies requirements. Additionally, the department must provide regular reports  to relevant legislative committees summarizing compliance data, ensuring that districts meet the standards laid out for ethnic studies education: The CDE  will monitor compliance with ethnic studies curriculum as part of its broader annual compliance oversight. A report  will be provided to relevant policy and fiscal committees  of the Legislature, summarizing data from the compliance process over a five-year period . This system is designed to ensure that the implementation of ethnic studies courses follows state guidelines and legal mandates. Can Ethnic Studies be Repealed? There are a few potential factors that could render the Ethnic Studies Mandate inoperative or repealable, including several provisions within AB 1468 could delay, suspend, or nullify the ethnic studies mandate:​ Mandate is Contingent Upon Legislative Funding Without this funding, the mandate remains inactive, and schools are not legally required to implement the ethnic studies course.​ Operative Clause : The requirement for schools to offer and for students to complete an ethnic studies course becomes operative only when the California Legislature allocates specific funds for this purpose  in the annual Budget Act or another statute.​ Implementation Challenges with Compliance at the Local Educational Agency (LEA) Level LEAs are responsible for developing or adopting an ethnic studies curriculum. If they consistently fail to meet the state's guidelines or "guardrails", it could lead to:​ State Intervention : The state might step in to enforce compliance, potentially leading to legal challenges or policy revisions. Federal Investigation or Litigation : The Federal government could intervene as part of active Office of Civil Rights investigations  into violations of the Constitutional rights of students or teachers negatively impacted by the implementation of ethnic studies in California Legislative Reassessment : Persistent non-compliance or controversy could prompt the Legislature to reconsider or amend the requirement, possibly delaying or repealing it. Adding Sunset & Review Provisions While AB 1468 does not specify an automatic repeal date for the ethnic studies requirement, future legislative sessions could introduce sunset clauses  or set dates fo r  review and potential repeal based on:​ Program Effectiveness : Evaluations of the ethnic studies program's impact on student outcomes. Financial Feasibility : Assessments of the state's ability to fund the program sustainably. Indirect Potential (Negative) Consequences Fast-tracking ethnic studies as an admissions requirement for the UC/CSU System By standardizing and scaling ethnic studies instruction across all high schools, this bill could lay the groundwork  for UC/CSU to consider incorporating ethnic studies into their admissions  framework in the future. It makes it more likely that ethnic studies courses would be recognized as satisfying existing A–G requirements , particularly under the “A” (history/social science) or “G” (elective) categories. Content Standards already exist   in the California Ed Code - however those standards and Ed Codes are rarely enforced,  meaning there is little chance AB 1468 has any effect or ability to enforce ethnic studies curriculum, even if standards were created. Loss of Federal Funding for All California School Districts The Federal government has been actively investigating various California school districts for civil rights violations connected to this issue, to curriculum content, and ideological indoctrination: Alleged Antisemitic Curriculum – West Contra Costa Unified (Title VI Investigation) In July 2024, the U.S. Department of Education’s Office for Civil Rights (OCR) opened an investigation into West Contra Costa Unified School District (near San Francisco) to determine if the district violated Title VI of the Civil Rights Act by allowing discriminatory content, possibly in its ethnic studies curriculum​: The case is classified as a potential “national origin discrimination involving religion,” indicating concerns that Jewish students (a group defined by shared ancestry or ethnicity) may have been subjected to prejudice​. While OCR has not publicly detailed the specific content under scrutiny, media reports and complaints by Jewish advocacy groups suggest the investigation likely stems from curricular material or training sessions perceived as antisemitic (for example, content portraying Israel in a one-sided, negative manner or other bias in an ethnic studies course). This federal review is ongoing, and if violations are confirmed, the district would be required to implement remedies under OCR supervision. In extreme cases, persistent non-compliance with Title VI can lead to loss of federal funding, though typically issues are resolved via corrective action plans. Antisemitic Harassment of Students – OCR Complaint Against Etiwanda School District (San Bernardino Valley) The U.S. Department of Education’s OCR is currently investigating this case and if the allegations are confirmed, the district may face corrective actions and potential loss of federal funding: In March 2025, Jewish advocacy groups filed a federal civil rights complaint against Etiwanda School District for failing to protect a 12-year-old Jewish student from antisemitic bullying. The student was repeatedly harassed, physically attacked, and taunted with slurs and Holocaust jokes. The complaint alleges this neglect violated Title VI of the Civil Rights Act, which prohibits discrimination based on race or ethnicity. The U.S. Department of Education active Investigation into California's AB 1955 law This Federal investigation highlights the conflict between parental rights  and California's gender identity policy , with significant legal and financial consequences for the state: AB 1955 prevents schools from sharing a student's gender identity with parents without consent, a potential violation of FERPA protections. If found in violation, California could face loss of federal funding . This investigation illustrates the current Administrations desire to prosecute state-level violations to citizens' civil rights protections. Antisemitic Instructional Materials – Santa Ana Unified (Settled Lawsuit) In 2023, Santa Ana Unified School District faced a lawsuit alleging that its ethnic studies pilot curriculum contained antisemitic and politically biased content, violating anti-discrimination laws. The case was settled in early 2024, with the district agreeing to revise the curriculum with public input, disband a controversial advisory committee, and stop working with an antisemitic consultant. This case has sparked calls for federal oversight, highlighting the legal risks for districts using ethnic studies to promote biased or prejudiced content. Litigation Sources U.S. Department of Education Press Release on FERPA investigation (California parental notification law)​ ed.gov ​ ed.gov . Jerusalem Post (via JTA) report on California DOE finding bias in a high school ethnic studies curriculum​ jpost.com ​ jpost.com . JNS report on DOE’s OCR Title VI investigation of West Contra Costa USD for religious discrimination (antisemitism) ​ jns.org . Brandeis Center/Fox News coverage of Santa Ana USD antisemitic curriculum settlement ​ brandeiscenter.com ​ brandeiscenter.com . StandWithUs announcement of federal antisemitism complaints (Etiwanda SD case)​ standwithus.com ​ standwithus.com . DOJ Civil Rights Division press release on Colton JUSD ELL settlement​ justice.gov ​ justice.gov . U.S. Attorney’s Office (C.D. Cal) release on San Bernardino City USD ELL settlement​ justice.gov ​ justice.gov . Reuters report on Ninth Circuit revival of parental rights lawsuit (Chico USD transgender policy case) ​ reuters.com ​ reuters.com . Becket case summary of Loffman v. CDE (special education funds and religious schools) ​ becketfund.org ​ becketfund.org . Blind Spots to Consider Funding Dependency : The activation of the ethnic studies requirement is explicitly tied to state funding . Without the necessary appropriations, the mandate does not take effect .​ Removal of Jewish American experiences from Ethnic Studies : By confining Ethnic Studies Content Standards to only the four (4) main marginalized groups, AB 1468 is the first ethnic studies bill in California that explicitly removes Jewish American experiences from being taught. LEA Responsibilities : Local agencies must be prepared to develop and implement the curriculum in alignment with state guidelines. Failure to do so could lead to interventions or policy changes.​ Legislative Oversight : The Legislature retains the authority to amend, delay, or repeal the requirement based on various factors, including funding availability and program effectiveness.​

"As parents, we expect our children’s education to promote truth, critical thinking, and understanding—not to serve as a breeding ground for political activism." Rise in antisemitism connected to the ethnic studies battles in both k-12 and college campuses. TAMAR CASPI | MARCH 20, 2025 | Published originally in the Jerusalem Post ​ The 2025–26 California state budget presented by Governor Gavin Newsom last month notably fails  to allocate funding for Assembly Bill 101 (AB101) - yet another glaring reminder of the rushed and ill-conceived nature of the requirement for districts to offer Ethnic Studies courses.   As spelled out in the bill – without funding, it is not mandated  – which means districts do not need to implement it. Ethnic Studies, as it stands, is an attempt to implement a divisive, politically charged curriculum under the guise of promoting diversity. The absence of funding in this year’s budget is just one of many problems with the state’s approach to Ethnic Studies. Instead of forcing schools to implement this controversial program, we should pause the push for Ethnic Studies as a graduation requirement. Newly proposed legislation AB1468 includes the addition of standards, but the lack of oversight as to who will set those standards and who will impose those standards means the same bad actors can and likely will take over. The last time we trusted the state to create a committee of “experts,” the Governor ended up vetoing the Ethnic Studies Model Curriculum three times. Ethnic Studies Includes Anti-Israel Indoctrination The rushed rollout of the statewide Ethnic Studies model curriculum in 2019 led to a  document that faced significant criticism, particularly from the Jewish community, for containing elements of antisemitism and anti-Israel sentiment. For example, “Zionism” was used in a negative context as it was associated with oppression, colonialism, and apartheid. Palestinian struggles were framed through the lens of “liberation,” which positioned Israel as an oppressive force. Further, it was an unbalanced narrative as the unique Jewish historical experiences of the Holocaust, the Jewish diaspora, and the importance of Israel to the Jewish people were excluded. Far from being a tool for unity, Ethnic Studies is a vehicle for activism, often pushing ideologies that have no place in our schools. The so-called Liberated Ethnic Studies curriculum has come under fire for promoting rhetoric that encourages students to view each other through the lens of identity politics, pitting one group against another. This type of curriculum fosters resentment and division, rather than the mutual respect that should be the foundation of any educational experience. This is not education; it’s indoctrination. And the worst part? Parents are being kept in the dark about what is being taught in these courses. In many districts, repeated requests for transparency about the content of Ethnic Studies lessons are ignored, and what we have found is deeply troubling: a curriculum full of inaccuracies, bias, and discriminatory content. This practice is a violation of AB101 (if it were funded) as well as the existing CA Education Code regarding new materials. As parents, we expect our children’s education to promote truth, critical thinking, and understanding—not to serve as a breeding ground for political activism. Yet, that’s exactly what Ethnic Studies has become. It is not teaching our children to think critically about history, culture, and society; it is teaching them to see the world through a divisive and narrow ideological lens. California’s Education Quality – 41st Out of 50 States Meanwhile, California’s public education system is already struggling. Though one of the largest in the United States, its enrollment has declined by 14% in the past decade, currently serving 5.5 million students across 9,000 schools. According to 2024 data from the US  Department of Education , though California has the 5th largest economy in the world, it ranks 19th in the nation for per-pupil spending. It is ranked 41st in the country for overall educational quality, with students performing below the national average in key subjects like math and reading. As the recently released 2024 National Education Report Card showed, a full 72% of California’s 4th and 8th graders cannot read at grade level. Furthermore, according to the Public Policy Institute of California, the University of California and California State University both report that incoming students are not adequately prepared in key subjects . Rather than add yet another unfunded mandate to our struggling school system, we should focus on fostering critical thinking, mutual respect, and an understanding of our shared history within our current approved course catalog—without the political baggage that Ethnic Studies bring to the table.

Introduction: A School’s Worst-Case Scenario It began with a shocking comment: a middle school teacher telling a Jewish student, “Well, Hitler may have done some bad things, but he had great leadership skills.” This wasn’t a conversation in a history seminar or debate club—it was a teacher’s response in a 7th-grade classroom, delivered without nuance or context. The student, shaken and outraged, reported the incident to their family. What followed was a series of escalating failures by the school and district leadership: Emails from the family to the teacher and principal went unanswered.  The administration refused to remove the offending materials or discipline the teacher.  And as the story gained traction in local media, it became clear the district had no plan to address the crisis or support the affected student. Carmel Valley Middle School 7th Grade History Class Display | October 2022 This story is not unique. Schools across the United States are grappling with antisemitism, from swastikas on lockers to Holocaust jokes in classrooms and classmates wearing terrorist-identified clothing such as the keffiyeh. Yet most district administrators and school boards lack the tools to respond swiftly and effectively, leaving students and families to fend for themselves. PeerK12’s Incident Response & Crisis Management Support  offers a lifeline for parents navigating these difficult moments, ensuring accountability and action when it matters most. Antisemitism: A Crisis That Can’t Be Ignored The rise of antisemitism in K-12 schools mirrors broader societal trends. But even before October 7th, antisemitic incidents in schools have spiked dramatically, ranging from overt hate speech to more insidious forms of bias. For Jewish students, these incidents are not just isolated events—they are part of a pattern that erodes their sense of safety and belonging. “When no one intervenes, it sends a message that this kind of behavior is acceptable,” says a parent whose child experienced antisemitic bullying. “The harm isn’t just in the act itself; it’s in the silence that follows.” Why Schools Struggle to Respond Lack of Preparedness: Most schools have no clear protocols for handling incidents of antisemitism. Administrators are often unsure how to investigate complaints, communicate with stakeholders, or enforce consequences. Fear of Controversy: Schools may hesitate to address antisemitism out of fear of backlash, particularly when incidents touch on politically sensitive topics like Israel or Zionism. Inadequate Training: Teachers and administrators frequently lack the training to recognize antisemitism, particularly in its more subtle forms, such as Holocaust trivialization or anti-Zionist rhetoric. Failure to Communicate: Poor communication with affected families and the broader school community often exacerbates tensions, eroding trust and accountability. How PeerK12 Leads Schools Through Crisis PeerK12’s Incident Response & Crisis Management Support  is designed to help parents navigate these challenging situations with clarity and purpose. Drawing on years of advocacy experience, PeerK12 also provides the expertise schools need to address incidents of antisemitism effectively and rebuild trust with their communities. 1. Immediate Crisis Intervention When an incident occurs, time is of the essence. PeerK12 offers rapid-response support to help parents get results and ensure schools take decisive action. Guidance for Administrators:  PeerK12 advises school leaders on how to investigate the incident, communicate with affected families, and enforce appropriate consequences. Messaging Support:  PeerK12 helps schools craft public statements that acknowledge the harm caused, demonstrate accountability, and outline next steps. 2. Investigating the Root Causes PeerK12 doesn’t just address the immediate crisis—it also examines the systemic issues that allowed it to occur. Policy Review:  Are there gaps in the district’s anti-bias policies? Is antisemitism explicitly included in training and reporting protocols? Cultural Analysis:  What role did the school’s culture play in enabling the incident? Are staff and students aware of what constitutes antisemitism? 3. Providing Support for Jewish Students and Families One of the most critical components of crisis response is ensuring that affected students and families feel heard and supported. PeerK12 works with schools to provide counseling, restorative practices, and other resources to help Jewish students feel safe and valued. 4. Long-Term Solutions To prevent future incidents, PeerK12 helps schools implement lasting changes. Curriculum Audits, Revisions, & Updates:  Ensuring Jewish history and identity are accurately and respectfully represented. Community Engagement:  Building coalitions with parents, local organizations, and other stakeholders to create a culture of accountability and inclusion. Staff Training:  Comprehensive workshops on recognizing and addressing antisemitism in schools. The Cost of Inaction When schools fail to address antisemitism, the consequences extend far beyond the immediate incident. Erosion of Trust:  Families lose confidence in the school’s ability to protect their children. Reputational Damage:  Districts that mishandle these crises often face public backlash and negative media coverage. Legal & Financial Risks:  Schools that fail to act may open themselves up to lawsuits under Title VI of the Civil Rights Act. As one PeerK12 representative explains, “Inaction sends a dangerous message—not just to Jewish students but to the entire school community. It tells them that hate can go unpunished.” Success Stories: PeerK12 in Action In the wake of the California middle school incident, PeerK12 stepped in to guide the parents through the process, and the the district through the fallout. By working closely with parents, teachers, and administrators, PeerK12 helped the school: Investigate and address the incident appropriately. Provide training for staff on how to recognize and respond to antisemitism. Revise district policies to ensure accountability for future incidents. Assist in the creation of a district Ombudsman role to serve as a safe haven for incident reporting and resolution. The result? A renewed sense of trust among Jewish families and a clear message that antisemitism would not be tolerated. A Path Forward Schools cannot afford to ignore antisemitism or hope these incidents will resolve themselves. Effective crisis response requires expertise, planning, and a commitment to doing the right thing—even when it’s difficult. PeerK12’s work has shown that when schools take these issues seriously, they can not only repair the harm caused but also create a safer, more inclusive environment for all students. For school leaders facing similar challenges, the message is clear: You’re not alone—and it’s never too late to act.

Celebrating Diverse Identities While Uplifting Jewish & Israeli Student Voices We believe in fostering an environment where students can learn, celebrate, and explore diverse cultural identities, including the rich and varied traditions within the Jewish community.  Cultural Night events provide an excellent opportunity for students to take pride in their unique backgrounds and to participate in hands-on learning about cultures other than their own.  Through musical or dance performances, language lessons, cooking demonstrations, and other interactive activities, these events become more than just a showcase—they’re an immersive learning experience. Israel Booth at Elementary School Heritage Fair in San Diego CA However, these events must be spaces where all identities, including Jewish identities, are respected, valued, and fully represented. Cultural Nights should not become spaces where any student’s identity, culture, or religion—particularly Jewish identity—is erased or marginalized.   At PeerK12, we offer the following guidance to ensure your event is inclusive, educational, and culturally sensitive to all students, including Jewish students and families. Cultural Sensitivity: Creating an Inclusive Environment Respectful Representation Ensure all cultural presentations are free from stereotypes, oversimplifications, or inaccuracies. Content should be age appropriate and align with the educational goals of the event.  All displays must also be fact based - not aspirational. Providing inaccurate information could place your school in danger of litigation due to violating state educational codes or federal civil rights protections. Often, materials that appear to be age appropriate can be deceiving and so districts are encouraged to adopt a “Trust but Verify” for all materials that will be presented. Examples of violations to this include: Erasure of the State of Israel False information about a State called “Palestine” Falsely labeling Jerusalem as the Capital of Palestine Indoctrination material disguised as “age appropriate” material Political propaganda Event Terminology Matters Choosing the right name for your event is crucial. "International Night" may unintentionally exclude Jewish identities, as Jews often do not identify with the countries from which their ancestors came, particularly those that historically oppressed or persecuted Jewish people. Instead, consider titles like "Cultural Celebration Night" or “‘How We Do It’ Night,” which highlight the celebration of traditions and lived experiences. Additionally, selecting a specific theme such as “Family Celebrations” can help focus the event and ensure inclusivity. Addressing Cultural Appropriation Concerns  It's important to clarify misconceptions about cultural appropriation. For example, Jewish students may face accusations of cultural appropriation for sharing foods like hummus—foods that are part of a broader Middle Eastern heritage shared by various cultures, including those of Jewish families who have roots in the Middle East and North Africa. Acknowledging this shared heritage is key to fostering mutual respect and understanding. Celebrate Jewish Diversity Jewish identity is rich and varied, encompassing a wide spectrum of traditions, languages, and histories. Avoid reducing Jewish culture to a singular experience. Make space for diverse representations of Jewish culture within your event, so that all aspects of Jewish identity are honored. This approach reflects the true diversity within the Jewish community itself. Protecting Jewish Identity and History It's essential that Jewish identity and history are never erased in the name of other cultural expressions. For example, while Palestinian culture can be celebrated, it is crucial that it is done in a way that does not erase or negate the existence of Israel or the Jewish connection to the Land of Israel. This includes the accurate representation of the State of Israel on maps and in discussions, ensuring that Jewish students’ connection to Israel is respected. Inclusive Preparation & Logistics Diverse Planning Committee Form a planning committee that includes representatives from various cultural backgrounds within your school community. This diversity ensures that the event will reflect the school’s varied identities and is sensitive to the unique needs of all groups, including Jewish students and families. Choosing the Right Date Be mindful of the calendar to avoid scheduling conflicts with major religious holidays or cultural celebrations. PeerK12 offers tools to help ensure your event doesn’t overlap with important observances, including a 5-year calendar of Jewish holidays and celebrations. Clear Guidelines for Participants and Attendees Ensure that all participants feel safe and supported while presenting their cultural displays. This means creating an atmosphere free from hostility or intimidation. No student, teacher, or community member should feel uncomfortable or threatened while sharing their identity, whether Jewish, Israeli, Muslim, Palestinian, or from any other background. Be clear about the boundaries regarding political speech, ensuring that all presentations remain respectful and focused on cultural sharing, not political statements. Pre-Event Review Have a designated committee member or school administrator review all presentations and displays in advance. This ensures the event remains consistent with its educational goals and does not inadvertently marginalize or misrepresent any identity, particularly Jewish or Israeli identity. Event Signage Only approved signage should be allowed at Cultural Night. Unapproved signage that violates event guidelines should be removed immediately. If any participant—student, teacher, or other—violates the event guidelines, they should be asked to either remove the unapproved signage or leave the event entirely if they do not comply. Safety and Security Have a plan in place to address any situations where attendees do not adhere to the established guidelines. This ensures that the event remains a safe, respectful, and enriching experience for everyone. Commitment to Inclusive Learning At PeerK12, we are committed to creating inclusive environments that honor the diverse identities within your school community. By taking a thoughtful, culturally sensitive approach to planning and executing Cultural Night events, you can create a space where students expand their understanding of the world and each other, while ensuring that every identity—particularly Jewish identity—is respected and uplifted. If you need additional guidance or resources to help plan your event, please reach out to PeerK12’s team . We are here to support you in fostering an environment that celebrates diversity and promotes mutual respect across all cultures.

On October 26, 2021 , the San Diego Union School District Board of Trustees unanimously passed a Resolution Condemning Antisemitism with reference to the IHRA definition, which was co-authored by Student Board Member Zachary Patterson and Vice-President Dr. Sharon Whitehurst-Payne. PeerK12 Community Letter of Support for Antisemitism Resolution October 26, 2021 President Richard Barrera Vice-President Dr. Sharon Whitehurst-Payne Member Sabrina Bazzo Member Kevin Beiser Member Dr. Michael McQuarry Student Member Zachary Patterson Interim Superintendent Dr. Lamont Jackson To the Board Members and Interim Superintendent of the San Diego Unified School District: The Jewish leadership of San Diego County strongly supports the San Diego Unified School District’s Antisemitism Resolution and we applaud the co-sponsors for their efforts in writing such a powerful resolution. This resolution will go a long way in creating a safe atmosphere for Jewish students, faculty and staff, and the San Diego Unified community, both in class and on campus. We also recognize what we teach our youth about their ancestral legacies and cultures is essential in the fight for racial and ethnic justice and equity, and it is with that belief that these efforts will hopefully extend beyond the boundaries of the schools. FBI statistics from 2020 show that 57.5% of religious-based hate crimes were committed upon Jews who make up just 2% of the U.S. population. In California alone there has been a 60% rise in antisemitic hate crimes since 2017, according to the ADL. The San Diego Jewish community has been a part of local civil society since 1850 and today we count 100,000 members strong throughout the county. In that time, we have experienced everything from acceptance and prosperity to red-lining, hatred, and discrimination. Yet, the San Diego County District Attorney’s office statistics show that the overwhelming number of hate crimes motivated by religion are against Jews. These are all rates that are too significant to ignore. It was just two years ago that Lori Kaye z”l, a graduate of San Diego Unified schools, was gunned down at a Poway synagogue. The tens of thousands of Jews within the SDUSD boundaries have reported an increase in harassment, vandalism, physical assaults, emotional trauma and worse. Jewish students and teachers alike have reported being afraid to wear clothing or jewelry that identifies them as Jews. This is unacceptable. Jewish students and staff deserve to feel safe and we appreciate the resolution including training and resources for administration, teachers, and student leaders to prevent and address antisemitism. We appreciate the commitment you have made to work with organizations such as the Anti-Defamation League, the Governor’s Council on Holocaust Education and Genocide Remembrance, and Simon Wiesenthal Center, and others. The importance of this resolution extends to the SDUSD students and families who take courses in the San Diego Community College District where the AFT recently adopted an antisemitic resolution which has caused sadness, fear, and anger as a result of its false claims and incendiary language and has left Jewish staff and students feeling unsafe. It is our hope that this resolution will empower Jewish students and staff as they move between districts. We extend “kavod” -- honor and respect -- to Student Board Member Zachary Patterson and Vice-President Dr. Whitehurst-Payne for co-sponsoring the resolution. Thank you both for taking the appropriate steps to ensure your Jewish students, as well as your Jewish staff, knows that the school board will stand up for them. We urge the Board to vote yes to adopt the Antisemitism Resolution for SDUSD. Respectfully, PEER K-12 This letter is co-signed by the following 48 community organizations and individuals: *Updated as of 10/27/21 @ 12:30pm SWC Commends Jewish Community Parents whose Proposed Resolution Passed by San Diego Unified School District to include Antisemitism in its Ethnic Studies Curriculum October 27, 2021 | Original Letter Link The Simon Wiesenthal Center applauds the San Diego Unified School District’s unanimous approval of a resolution which updates its ethnic studies curriculum to include antisemitism.  The resolution, which was passed during a board meeting on Tuesday night, urged that antisemitism be included in all ethnic studies education in its efforts to educate students about equity and inclusiveness. The decision comes on the heels of a recent rise in antisemitism and multiple incidents on campuses across San Diego. “ We applaud this important victory that took place in San Diego but has national implications.  All of the credit for this breakthrough resolution goes to local Jewish parents who drew a line against demonizing Israel and the inevitable bullying of Jewish students and teachers in San Diego schools who love Israel and are proud of their heritage. We hope that the example set by the community-based activists in San Diego will inspire Jewish parents and decent people everywhere to oppose and if necessary, overturn efforts to import the Middle East conflict into the classrooms and halls of our nation’s public schools,” said Rabbi Abraham Cooper, Simon Wiesenthal Center Associate Dean and Global Social Action Director. Rabbi Cooper added that it will make its educational resources available to the school district through its renowned Museum of Tolerance. For further information, please email Michele Alkin , Director of Global Communications or Shawn Rodgers , join the Center on Facebook, or follow @simonwiesenthal for news updates sent directly to your Twitter feed. The Simon Wiesenthal Center is an international Jewish human rights organization numbering over 400.000 members. It holds consultative status at the United Nations, UNESCO, the OSCE, the Council of Europe, the OAS and the Latin American Parliament (PARLATINO). MEDIA COVERAGE San Diego school board modifies resolution calling for ‘unbiased’ materials on Israel JACOB KAMARAS | October 27, 2021 JNS   The San Diego Unified School District’s Board of Trustees on Tuesday approved, though modified, a   resolution  condemning antisemitism that would have also supported “unbiased and politically neutral” classroom materials pertaining to the Israeli-Palestinian conflict. San Diego School District passes resolution to include antisemitism in Ethnic Studies AARON BANDLER | October 28 2021 JEWISH JOURNAL   The San Diego Unified School District (SDUSD) Board of Trustees passed a   resolution  on October 26 to include the teaching of antisemitism in the ethnic studies curriculum. Jewish advocacy groups call for measures to combat antisemitism in San Diego schools LAMONICA PETERS  | October26, 2021 CBS 8 NEWS “I have received complaints of lesson plans or classroom activities that have folks thinking about the ways that Jews were somehow responsible for the Holocaust."