At the 2025 Representative Assembly of the National Education Association (NEA), delegates approved a resolution for the union’s handbook that described “the more than 12 million victims of the Holocaust from different faiths, ethnicities, races, political beliefs, genders, and gender identification, abilities/disabilities, and other targeting characteristics,” but did not specifically mention Jewish victims.
The omission of the word “Jewish” in reference to the Holocaust has led to criticism from Jewish advocacy groups, parents, and teachers. The Holocaust primarily targeted Jews, and critics say leaving out this fact is both inaccurate and offensive. Some observers have questioned whether this wording was intentional due to the inclusion of terms like “gender identification.”
“They made sure to mention ‘gender identification,’ but just happened to forget to mention the word ‘Jewish’ in a section about the Holocaust? Forgive me if I don’t believe that excuse.”
The NEA responded by clarifying that handbook resolutions are proposals submitted by members and adopted by delegates, not official NEA policy. However, critics argue that because such resolutions appear in official publications, they carry weight regardless of their technical status.
Concerns about politicized content in education materials have also been raised. In some cases, classroom resources have included coloring books labeling Zionists as “bullies,” or activities where students role-play as Palestinian peasants and Zionist leaders. These incidents are seen by some as examples of political indoctrination rather than education.
“For example, at the same 2025 Representative Assembly, union delegates voted to cut ties with the Anti-Defamation League (ADL), accusing the group of ‘anti-Palestinian rhetoric.’ The vote passed. But in a rare and revealing move, the NEA’s Board of Directors stepped in and reversed the decision.”
The board’s intervention was interpreted as an attempt by NEA leadership to manage internal divisions while maintaining public credibility.
Teachers unions at state and local levels have also become involved in debates over Israel and Palestine. In Maine, for instance, there have been efforts to push for divestment from companies associated with Israel. In cities like Portland and Oakland, teachers organized classroom teach-ins using materials critical of Israel.
Meanwhile, data from sources such as the Nation’s Report Card indicate ongoing academic challenges: only about one-third of American students are proficient in reading; math scores are also low; and in districts like Oakland—where some politically charged lessons were used—only 36 percent of students read at grade level.
Critics argue that instead of focusing on international conflicts or contentious issues unrelated to core academics, unions should prioritize better pay for educators, improved working conditions, and student achievement outcomes.
“All students deserve to see their history taught truthfully and respectfully, including Jewish students. And all students deserve a classroom environment free from political pressure and propaganda…”
The NEA maintains it aims to create inclusive schools for all students. However, some parents question whether downplaying certain histories while highlighting others supports genuine inclusion.
As these debates continue within public education systems serving diverse communities—including Jewish and Palestinian families—some call on teachers unions like the NEA to return focus to their stated mission rather than engaging in divisive activism.
