The leader of the UK's largest education union has strongly criticised a recommendation for schools across England to adopt the controversial International Holocaust Remembrance Alliance (IHRA) definition of antisemitism, warning that it risks silencing legitimate criticism of Israel and stifling classroom discussions about the Gaza genocide.
Daniel Kebede, general secretary of the National Education Union (NEU), condemned the proposal as the "wrong approach", arguing that the contested definition could further restrict freedom of expression on Palestine by blurring the distinction between antisemitism and criticism of Israeli government policies.
His criticism followed the publication of Sir David Bell's independent review into antisemitism in schools, which recommended that educational institutions adopt the IHRA definition, despite longstanding concerns from civil liberties groups and academics about its implications for political speech.
The government has accepted all 27 recommendations in the review, with Education Secretary Lucy Powell announcing plans to write to educational institutions urging them to adopt the definition.
In a statement on Wednesday, Kebede warned that the recommendation could exacerbate the very problems it was intended to address, leaving teachers uncertain about how to discuss Israel's actions in Gaza without facing accusations of antisemitism.
"The IHRA’s contested framing risks blurring the line between antisemitism and legitimate criticism of the Israeli government and the genocide in Gaza, leaving teachers with uncertainty when they need clarity," Kebede wrote.
"A young person’s opposition to the Gaza genocide and scrutiny of the Israeli government are not, in themselves, antisemitic."
The IHRA definition has faced sustained criticism over its accompanying examples relating to Israel, which opponents argue risk conflating anti-Zionism and legitimate criticism of Israeli state policies with antisemitism.
Many have warned that its adoption by public institutions can create a chilling effect on freedom of expression, particularly when discussions concern Israel's occupation of Palestinian territories, its treatment of Palestinians and its military campaign in Gaza.
Kebede warned that promoting the definition in schools could deepen this chilling effect, discouraging teachers from addressing the Gaza genocide and preventing pupils from engaging openly with one of the most contentious political issues of recent years.
He also raised concerns that restricting classroom discussions could push young people towards unsafe online spaces to explore issues they feel unable to raise at school.
"Recommending the IHRA definition risks tightening the chilling grip already stifling classroom discussion of the Gaza genocide. Schools need practical support to confront antisemitism, not a contested framework that risks shutting down legitimate discussion," Kebede said.
He also rejected suggestions that teachers were failing to uphold their responsibilities when addressing politically sensitive issues.
"This report will not tackle antisemitism. It wrongly calls into question the professionalism of teachers. The existing rules on impartiality in the classroom are very clear and teachers take that responsibility very seriously."
While welcoming "a strengthened focus on antisemitism" and acknowledging an increase in antisemitic incidents following the outbreak of the Gaza war in 2023, Kebede urged the Department for Education to "go a step further" by strengthening efforts to tackle all forms of racism.
His intervention highlighted concerns that adopting a disputed definition could undermine efforts to combat antisemitism by creating confusion over the boundaries between racial or religious hatred and legitimate political expression.
Government backs contested definition
The Bell review sets out 27 recommendations aimed at tackling antisemitism in schools, including calls for education unions to establish robust policies and procedures and ensure their members receive adequate training to recognise and respond to antisemitic incidents.
It also recommends that allegations of antisemitism involving trade union officials, representatives or members be addressed consistently under existing union policies on racism and prejudice.
Bell said reports from Jewish organisations and teachers highlighted concerns that some activities within education unions had become increasingly "politicised" on issues including the Israel-Palestine conflict.
However, the recommendation to promote the IHRA definition has brought renewed attention to longstanding objections that its examples concerning Israel could be used to police political speech rather than simply identify antisemitic prejudice.
The controversy centres on the risk that teachers and pupils could feel pressured to avoid legitimate discussions of Israeli government policies for fear that their comments might be interpreted as antisemitic.
Addressing the House of Commons, Powell defended the government's response to the review.
"All children and teachers should be able to go to school or college free from fear," she said.
She added that schools and colleges would receive further support on discussing "controversial and sensitive" issues and geopolitical events in an informed and impartial manner.
Bell, who led the independent review, also acknowledged the importance of allowing pupils to discuss Israel's military campaign in Gaza without experiencing "prejudice or hatred".
In an interview with the Press Association, he said it was "not good enough" that some teachers and pupils felt conversations about the conflict were "too difficult to touch" when the subject arose in classrooms.
He decided against recommending an outright ban on teachers and pupils wearing political symbols or flags, describing such a measure as "unworkable" and "untested legally".
However, he suggested that individual schools and colleges could use existing staff and pupil codes of conduct to establish rules governing what could be worn.
Education leaders divided over proposals
Pepe Di’Iasio, general secretary of the Association of School and College Leaders (ASCL), told The New Arab that the review had offered "clearer guidance and practical support for schools and colleges".
He said it could help teachers navigate discussions about complex and divisive political issues.
"Antisemitism, like all forms of discrimination, is utterly unacceptable and abhorrent," he told The New Arab.
"Unfortunately, there are differing views on what may or may not constitute antisemitism and what is a legitimate expression of views over the conflict between Israel and Palestine."
He added: "Schools and colleges are often caught in the middle of divisive issues and find themselves having to navigate between strongly held opinions on either side of an argument."
Di’Iasio stressed that "schools and colleges already robustly protect children and young people from all forms of racism, bullying, and harassment".
He said they complied with strict legal obligations prohibiting the promotion of partisan political views and added that "they take this responsibility extremely seriously".