Listening to Student Voices: Halton District School Board Report Reveals Antisemitism Concerns in Schools

By Jack Brittle, Local Journalism Initiative Reporter, Burlington Local-News.ca

On May 6, the Halton District School Board (HDSB) held one of its monthly Board of Trustees meetings to discuss various items relevant to the board and its students.

Dr. Rossana Bisceglia, a research manager for the board, presented a report that followed up on a motion passed by HDSB in November 2024 about combatting antisemitism within HDSB schools, entitled Student Voices — Student Experiences of Antisemitism.

The report was meant to “assess the effectiveness of current responses and tools designed to address hate, racism, and discrimination in schools,” according to Bisceglia.

Self-identifying Jewish students from Grades 9–12 were asked to participate in focus groups, as well as an anonymous survey about their experience with antisemitism. Thirty-one students participated in the study. Bisceglia spoke about the focus groups and support the students received during these sessions.

“Each session was facilitated by a representative from the HDSB Research and Accountability Department and a member of a community organization dedicated to supporting Israel and Jewish advocacy,” Bisceglia said.

Students who participated in the study spoke about the visibility of antisemitic symbols such as swastikas in school bathrooms, desks, and bus windows. Bisceglia elaborated on the responses. “A key concern raised was the lack of prompt action to remove or cover these symbols, leading to a persistent sense of unease and exposure to antisemitic imagery,” Bisceglia said.

Many students were also uncomfortable with pro-Palestinian and anti-genocide imagery and slogans.

“Symbols like the Palestinian flag, students or staff wearing keffiyehs and slogans like ‘From the River to the Sea’ were viewed as expressions of hatred by certain students in the focus groups,” Bisceglia said. “Some students also recalled seeing posters around their school with messages such as ‘stop the genocide,’ which they described as hateful towards Jewish people.”

“Students feel that educators need to be better educated on the meanings of such symbols to better address these issues within the school environment,” Bisceglia said.

Bisceglia reiterated that the student perceptions do not necessarily reflect the HDSB’s view on these symbols and slogans.

“Nonetheless, they are the views that students express, and as such, they do deserve to be heard and warrant further exploration so that we can scaffold growth and inclusivity in our schools.”

Students also reported insecurity and isolation arising from negative reactions to pro-Israel posts online.

Bisceglia quoted an anonymous student from the survey.

“People from my school created this account called [school name] for Palestine, and they post a bunch of things that were against Jewish people and hatred towards Israel,” the student said.

Students also spoke about being the butt of antisemitic stereotypes and jokes.

“After the events of October 7 [Hamas-led attacks on Israel], students were mocked for their perceived Jewish or Israeli identity, with some being associated with the war,” Bisceglia said.

Many students also felt the need to conceal their Jewish identity at school, including hiding religious symbols and being hesitant to share their ethnicity. Students also felt that after October 7, 2023, their Jewish identity became more linked with the ongoing conflict in Gaza.

“Many students felt that antisemitism had become more prevalent, noticeable, and even normalized within their school,” Bisceglia said.

One student said that the events of October 7 emboldened those who already held antisemitic views to share them more openly. “And the people that weren’t antisemitic before, I feel like they do it as a means of trying to fit in,” the student said.

Students also reported feeling uncomfortable, confused, and isolated when educators at their school appeared to support Palestine. “There was a sense of uncertainty about how to safely express their own perspectives in such an environment,” Bisceglia said.

“Students expressed disappointment in the school’s limited response to antisemitism, particularly the lack of intervention to remove antisemitic symbols and address harmful rhetoric,” Bisceglia said.

Students said that while it was helpful to clarify that pro-Palestinian protests were not endorsed by the board, “many felt the school response was too passive,” according to Bisceglia. One student said that they had witnessed multiple instances of Holocaust revisionism or denial in the classroom, which, in their view, had not been adequately addressed by the teacher.

After reviewing the report’s findings, Bisceglia presented three recommendations that were drafted along with the support of the Human Rights, Equity, and Inclusion team.

One recommendation was to “ensure that schools continue to engage with that department (Human Rights, Equity, and Inclusion) to support learning and response to hate-based incidents.”

Another was “to continue to provide identity-affirming learning opportunities. Bisceglia elaborated on this recommendation.

“This approach will also need to include thoughtful attention to both Jewish identities and Palestinian identities,” Bisceglia said. “Providing a safe space for educators to confirm both identities is essential to creating a truly inclusive school environment. Without this balance, educators find it difficult to disrupt harmful behaviour or engage in meaningful conversations around identity and inclusion.”

The third recommendation was for continued staff learning. Bisceglia said that there are modules on human rights in inclusive classrooms that are being planned, some of which pertain specifically to affirming Jewish identity.

“This report, along with the other pending reports on hate, racism, and discrimination, will be instrumental in shaping additional actions needed in order for us to fully support every student from all communities,” Bisceglia said.

Margo Shuttleworth, trustee for Ward 4 of Burlington, asked whether or not there is room to explain to students and educators who express pro-Palestinian sentiment how their behaviour is interpreted by some Jewish students.

“I know in my heart of hearts that if students knew that that was what was felt by what they were doing, they wouldn’t do it,” Shuttleworth said. “The reason behind their exhibition of a certain slogan or a certain piece of clothing is solidarity for another side that doesn’t necessarily, in their minds, elicit hateful feelings.”

Curtis Ennis, director of education, gave his thoughts on the purpose of the report.

“The importance of this particular report is that we are hearing students and honouring students’ voices,” Ennis said, “And so we are not trying to pass judgment, or make corrections. We are accepting their perceptions and how they feel about their experiences.”

Shuttleworth said that her question was not about correction, but rather recognizing the power that actions can have on other people, and having an open dialogue, which may sometimes include difficult conversations.

Naveed Ahmed, trustee for Milton Wards 3 and 4, said that he “wholeheartedly” supported the motion but stressed the difference between anti-Israeli sentiment and antisemitism.

“The prime minister of the country has a pending arrest warrant for crimes against humanity,” Ahmed said. “So saying anything or posting anything against Israel is not antisemitic. Posting any anti-Jewish comments should never be tolerated. This is hateful conduct. This has no place in our schools. But expressing hatred towards Israel is not synonymous with antisemitism.”

“If we do not diagnose the disease properly, we are going to mistreat the patient,” Ahmed continued.

Ahmed asked Bisceglia how the board would make sure legitimate criticism of Israel is not stifled under the guise of combating antisemitism and how it would protect Palestinian voices.

Amy Collard, board chair and trustee for Burlington, Ward 5, read an email she received from a concerned parent who asked the same question. Bisceglia said that this concern is beyond the scope of the report.

“Whether there is conflation or inaccuracies in the student perceptions…that is a possibility,” Bisceglia said. “But it’s beyond the role of the author [of the report] to address those inaccuracies or discrepancies in student perceptions with regard to the staff recommendation component.”

Carole Baxter, trustee for Oakville’s Wards 1 and 2, asked the board to reaffirm their position that HDSB staff should be apolitical on school grounds. Ennis noted that the board’s messaging has been very clear on this issue.

“Our message has been quite consistent with the ministry that we need to be apolitical,” Ennis said. “And, certainly as director, my message has been to staff to keep politics out of the classroom. And let’s continue to focus on student learning and student achievement, student belonging, and student well-being.”

Collard read another email from a parent, which again focused on the conflation of anti-Israeli sentiment and expression of Palestinian identity with antisemitism.

Ennis said that the focus of the report was antisemitism, and he didn’t want to conflate the conversation with other issues.

“There will be opportunities for other forms of hate, discrimination, and racism to come to the table, and we will explore those at that time,” Ennis said. “But tonight we’re focused on our Jewish students, and I want to acknowledge them for their courage and their bravery in coming forward and speaking their truths and how they feel.”

Ennis also said that the board will be “doubling their efforts” to create safe spaces for Jewish students.

“There are many conversations happening around conflation, around all kinds of things,” Ennis said. “That is not our purview. That is not the mandate, nor the scope of our report. We are talking about how students feel and what they’re experiencing, and we should never lose sight of that.”

Baxter said that in the aftermath of October 7, many parents indicated to her that they hoped classrooms would remain apolitical and that ongoing foreign conflicts would be “left at the door.”

“But in our board, they were in the foyers, they were in the cafeterias, they were at the front door in the form of rallies that were led by external groups and adults,” Baxter said.

She made a plea to adults in the community, as well as staff, to “let our schools be” and allow students to “just be Canadian,” while encouraging activism outside of schools.