The Middle East conflict in the education sector

Reducing the risk of discrimination, abuse, and division within the education sector

Article courtesy of our corporate threat partner, Sention.

In the context of the ongoing Middle East conflict, Australian schools and universities like those in many other countries, have begun to face instances of discrimination and disinformation that can exacerbate tensions and affect the well-being of students and staff. Remediation and prevention strategies are as complex as the cause, yet require active mitigation to secure student and staff safety and promote cohesion and inclusivity within these communities.

This article seeks to provide insights and examples across the top five evolving risks for schools and universities.

Discrimination based on ethnicity or religion

Anti-Muslim and anti-Arab sentiment: Students of Arab or Muslim backgrounds may face verbal or physical harassment, with offensive comments or accusations relating to terrorism or extremist behaviour. As the war escalates, students who are perceived to be aligned with either side of the conflict may be unfairly targeted.

For example: Muslim students might be singled out during discussions about the Middle East or face derogatory comments like "terrorist" or "go back to your country," despite having no direct connection to the conflict. This has been reported in various regions, especially in schools with high ethnic and religious diversity.

Anti-Semitic incidents: Jewish students may face rising anti-Semitic rhetoric, including stereotypes about Zionism or being blamed for the actions of the Israeli government. Jewish communities often report an increase in hate speech, vandalism, or other forms of intimidation in times of conflict.

Example: Jewish students have reported being targeted with slurs such as “baby killers” or references to Israeli military actions, leading to feelings of alienation or fear. In some cases, schools have had to intervene in confrontations between students of Arab and Jewish backgrounds.

Misinformation and disinformation

Biased narratives spread through social media: Social media platforms like TikTok, Instagram, and WhatsApp play a major role in spreading polarised or biased content related to the Middle East conflict. In school environments, this can lead to students parroting inaccurate or inflammatory information without fully understanding the complexities of the situation.

Example: Students may share videos or memes that present one-sided views of the conflict, often laden with misinformation, such as false casualty numbers, staged footage, or exaggerated claims about the actions of either side. This fuels anger and division, as students align with narratives based on what they consume online.

Conspiracy Theories: Disinformation related to the Middle East conflict often includes conspiracy theories that can take root among younger populations, especially when there is a lack of critical thinking education. This could include claims about hidden agendas, media control by certain ethnic groups, or exaggerated stories about foreign intervention.

Example: Conspiracy theories about Western media bias or unfounded claims that one side is entirely responsible for escalating violence can lead to hostile classroom discussions. Students might accuse others of supporting or being complicit in these conspiracies based solely on their ethnic or religious backgrounds.

Online bullying and hate speech

Cyberbullying: With the rise of online learning and social media use, students are more vulnerable to online hate. Middle Eastern students or those who express opinions about the conflict may become targets for cyberbullying.

Example: A student who posts a pro-Palestinian or pro-Israeli message online may receive an influx of hostile or hateful comments from peers, including slurs, threats, or doxing (sharing personal information). This could spill over into real-life bullying at school, causing immense emotional distress.

Aggression and violence 

Rising aggression and acts of violence: Increasing acts of violence in schools related to the Middle East conflict are deeply concerning and can have serious implications for student and teacher safety, as well as the overall school environment. Such tensions, when fuelled by political, religious, or ethnic differences, can lead to physical altercations, bullying, and harassment, which not only harm those directly involved but also create a climate of fear and distrust.

Stress and deteriorating mental health

Psychological distress from global events: Students of all ages are being exposed directly or indirectly to the harsh reality of the escalating war in the Middle East. For some, the only connection is the images of children, for others, they may have family in the Middle East or are part of affected communities. Both children and adults may experience significant psychological distress from the ongoing violence, leading to anxiety, fear, and depression. This emotional toll can manifest in the school or education environment, potentially leading to increased absenteeism, withdrawal, or even aggression.

What can be done?

Schools, colleges, and universities are diverse environments where students, faculty, and staff come from various backgrounds, including those directly or indirectly affected by the conflict. The following are some key recommendations for the education sector to mitigate the risk of discrimination, abuse, and division:

Promote inclusivity and empathy

Encourage open dialogue: Educational institutions should create safe spaces for discussions around difficult topics, including the Middle East conflict. This promotes understanding and allows students to express their concerns and experiences without fear of judgement.

Facilitate cultural awareness programs: Organise workshops, panels, and events that highlight the diverse backgrounds and cultures of students, with a focus on shared humanity and common goals.

Foster empathy through storytelling: Bring personal stories from people affected by conflict (from various perspectives) to humanise the situation and combat stereotyping.

Strengthen anti-discrimination policies

Review and enforce zero-tolerance policies on harassment and discrimination based on ethnicity, nationality, religion, or political beliefs. Schools and universities should send a strong message that hate speech, and discriminatory behaviour will not be tolerated.
Train staff on bias prevention: Teachers, administrators, and support staff should be trained to recognise and address any discriminatory behaviours or micro-aggressions. They should know how to mediate conflicts and support students in distress.

Enhance mental health and support services

Provide psychological support: Many students or staff may experience anxiety, stress, or trauma related to the ongoing conflict, particularly those with family ties to the region. Counselling services should be readily available, and schools should ensure that mental health support is culturally sensitive.
Train educators in trauma-informed care: Teachers should understand how trauma can manifest in students’ behaviour and how to respond with care, rather than punishment, when students are struggling.

Curriculum that encourages critical thinking

Teach media literacy: Educators should emphasise critical media literacy so that students can better discern biased or inflammatory news and social media content, avoiding misinformation and emotional manipulation.
Encourage balanced perspectives: Schools should present multiple sides of any conflict or geopolitical issue, fostering an understanding of the complexities involved rather than reinforcing black-and-white narratives.

Monitor and address bullying or targeted harassment

Proactive monitoring of online and offline spaces: Schools should monitor social media spaces and the school environment for signs of hate speech or discriminatory behaviours, ensuring swift intervention if necessary.
Anonymous reporting systems: Students should have access to safe, confidential ways to report incidents of discrimination, harassment, or abuse.

Provide a safe and secure environment

Review security resources: Undertake a series of risk assessments related to personal safety and security including a review of the physical infrastructure, transportation, and outdoor education/excursion sites. Identify areas of vulnerability such as access points, restricted access areas, and mass gatherings sites. Consider the need for security guards within the school or university grounds as a short-term risk mitigator. 

While the nature of the Middle East war is complex, educational institutions and their communities can act to reduce impacts by promoting empathy, inclusion, and understanding, and by continuing to play a crucial role in preventing discrimination and fostering a positive, supportive learning environment amidst global unrest.