European parliament raises urgent questions on antisemitism in Eu schools following UNESCO survey

By CAP Liberté de Conscience Feb 2026

On 30 January 2026, a cross-party group of eighteen European Parliament members submitted a written question to the European Commission regarding alarming findings in a UNESCO report on antisemitism in European Union educational institutions. The initiative, led by MEPs from multiple political groups—including the European Conservatives and Reformists, Renewists, and the Patriotic Europe faction—signals growing parliamentary concern over documented prevalence of antisemitic incidents within classrooms across the bloc.

The written question addresses findings from UNESCO’s recently published survey, conducted between August 2024 and May 2025 in collaboration with the UCL Centre for Holocaust Education. Drawing data from 2,030 teachers across 23 EU Member States, the investigation provides the first comprehensive European analysis of educators’ perceptions and direct experiences with antisemitism in classroom settings. The study, released on the occasion of the 2026 International Holocaust Remembrance Day, presents findings that prompted parliamentary intervention at the Commission level.

The survey results document concerning patterns of antisemitic behavior and Holocaust-related misinformation. Seventy-eight percent of surveyed teachers reported encountering at least one antisemitic incident between students, while over a quarter witnessed nine or more such incidents. More than half—specifically 61 percent—reported encountering Holocaust denial and distortion among pupils, with approximately one in ten encountering this behavior frequently. Physical violence emerged as a notable concern, with one in ten teachers witnessing physical attacks on Jewish students. Approximately 44 percent observed students performing Nazi gestures or displaying Nazi symbols.

A significant gap appears in educator preparation. Seventy percent of surveyed teachers reported receiving no professional training on recognizing and addressing contemporary antisemitism. Only approximately 30 percent had participated in training courses offered by specialist organizations external to their schools. Additionally, 61 percent acknowledged being unable to answer student questions about antisemitism at least once or twice, suggesting knowledge deficits among educators themselves. The survey also found that 42 percent of respondents encountered colleagues exhibiting antisemitic behavior.

The written question posed three substantive inquiries to the Commission. First, MEPs requested clarification on Commission strategies for countering the documented trends while maintaining the principle of subsidiarity across Member States. Second, they sought information regarding deployment of EU funding mechanisms—specifically naming Erasmus+, the Citizens, Equality, Rights & Values program—and verification mechanisms ensuring effective resource utilization for antisemitism prevention. Third, the question directly addressed whether the Commission would reallocate budget, staffing, and resources to anti-antisemitism efforts, including funding for the EU Coordinator on combating antisemitism and fostering Jewish life.

The parliamentary action reflects recognition that education systems bear responsibility for addressing hate-based prejudice and distorted historical narratives. By invoking multiple EU funding instruments and the EU Coordinator position, Parliament signaled expectations for coordinated, resourced institutional response.

The UNESCO survey formed part of a wider institutional initiative addressing antisemitism through education. UNESCO, collaborating with the European Commission and the Organization for Security and Cooperation in Europe (OSCE), established a dedicated training program in 2025 extending across all EU Member States. Since 2023, UNESCO has trained more than 1,300 educators and policymakers throughout Europe to address antisemitism. UNESCO resources accompanying the survey include educational materials, training modules, and policy guidance documents designed for classroom implementation.

These efforts align with the recently adopted EU Anti-Racism Strategy, which acknowledges joint work with UNESCO on addressing racism and antisemitism within educational frameworks. The strategy positions antisemitism combating as essential to building a Europe where individuals participate fully in society and contribute to institutional stability and prosperity.

The parliamentary question and UNESCO findings underscore the necessity for sustained investment in educator capacity-building, evidence-based policy development, and institutional commitment to ensuring safe, inclusive educational environments. The documented persistence of Holocaust distortion, physical violence, and antisemitic expressions among students—coupled with widespread educator unpreparedness—establishes an urgent policy imperative warranting comprehensive, coordinated response across EU institutions and Member States.