[{"_1":2,"_112":-5,"_113":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6370301,"mediaKeyId","2151448-f2ba11feadac0308f496978b366793cd","parentId",2151448,"title","Psychologist warns antisemitic incidents and online exposure produce trauma that undermines students' learning and safety","audioSeconds",1314,"startMs",9111000,"endMs",10425000,"viewUrl","/Search/View?dp=1&key=2151448-f2ba11feadac0308f496978b366793cd&start=9111&end=10425","thumbnailUrl","https://assets.pipeline.soar.com/2151448-f2ba11feadac0308f496978b366793cd/thumbnail_9111000.jpg","articleUrl","/articles/6370301/Massachusetts/Psychologist-warns-antisemitic-incidents-and-online-exposure-produce-trauma-that-undermines-students-learning-and-safety","mediaUrl","https://secure.pipeline.soar.com/6370301-95a8d49934c50e3c3fe3d47b1eb338e4/orig.mp4?Expires=1775781456&Signature=lP04fQvUir4XASegXm7Y8feHMdXFElob7rnuSeNTfXAbEYo8f4xCqqcM0anQjWNHmRREbikrU5tj~XM1KMe99HimCH1dDEsZDtsRzzlKzx-qVf4ilYwqscbHQbY4wTKDC65uLvvhkFOwHWjLFCX6eLEznNSpnIBLs0XjmPR3w9FEWtUaI7S5ekvD-OHzwKN-dwgCX-tVfDnPdPYRmjXrIEewGahJoFoNDCGPWfWkRuW5KsSRlQCzPGryN31oBVUBeyZHwGq2082DlrytnKt6PkIxSKmbudVONUx5JaTDG3DYpbhUjGHiaq7hQho1YQ~nOAYTVzUaqGJIguKbCqWanw__&Key-Pair-Id=KUT5TJCACFTXG","author","Special Commission on Combatting Antisemitism ","date","2025-01-23T00:00:00Z","article","Dr. Mary Bar Halpern, clinical psychologist and director of intensive outpatient programs at Boston Child Study Center, told the commission that antisemitic incidents in schools and online are producing measurable trauma among Jewish and Israeli students.

Bar Halpern said Jewish people constitute about 0.2 percent of the world population and that online influencers can amplify antisemitic content to far larger audiences, increasing exposure. She described a pattern she and clinical colleagues have observed—what clinicians call \"traumatic invalidation\"—in which students' private experiences and emotions are denied, minimized, blamed or reinterpreted in ways that compound psychological harm.

\"Traumatic invalidation is when someone is denying your private experience, your emotions, your thoughts,\" Bar Halpern said. She described examples reported to clinicians: students told their fear is not valid, that they are to blame, or that their grief is inappropriate because others also suffer. Those interactions, she said, can produce symptoms including hypervigilance, anxiety, depression, social withdrawal, loss of cultural expression and, in some cases, self‑harm.

Bar Halpern warned that chronic activation of the amygdala—the brain's threat response—impairs the prefrontal cortex functions needed for concentration, executive functioning and learning. \"When the amygdala is working so hard, the prefrontal cortex ... completely shuts down,\" she told commissioners, arguing that constant fear undermines students' ability to focus and perform in class.

She urged the commission to recommend trauma‑informed, antisemitism‑specific school responses rather than one‑size‑fits‑all anti‑bias approaches. Her recommendations included early reporting after a single incident, uniform complaint procedures (UCP and Title VI processes), adoption at the district level of the IHRA (International Holocaust Remembrance Alliance) working definition of antisemitism, clear reporting and transparency, schoolwide trauma‑informed practices, mental‑health access and targeted protections for Israeli immigrant students who may face compounded trauma tied to overseas events.

Bar Halpern also urged anti‑bias education to include materials on online safety and digital literacy and recommended restorative practices that emphasize guilt and repair rather than shame. She called for vetted community partnerships and said parents should not be left to vet curriculum and instructional materials alone.

Commissioners thanked Bar Halpern for linking clinical evidence to policy options and said her account would inform the commission’s education and reporting recommendations.","mediaType","Video","parentTitle","Combatting Antisemitism- 1-23-2025","oneSentenceSummary","Dr. Mary Bar Halpern told the commission that antisemitic incidents and online amplification are producing traumatic invalidation and chronic hypervigilance among Jewish and Israeli students, reducing academic functioning and increasing risk of self‑harm.","taxTitle","Special Commission on Combatting Antisemitism , Commissions, Legislative, Massachusetts","taxId",78285,"location","Massachusetts","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6370307,"Facing History outlines K‑12 teaching resources, professional learning and statewide reach for genocide and antisemitism education",3685,5366000,9051000,"/Search/View?dp=1&key=2151448-f2ba11feadac0308f496978b366793cd&start=5366&end=9051","https://assets.pipeline.soar.com/2151448-f2ba11feadac0308f496978b366793cd/thumbnail_5366000.jpg","/articles/6370307/Massachusetts/Facing-History-outlines-K12-teaching-resources-professional-learning-and-statewide-reach-for-genocide-and-antisemitism-education","https://secure.pipeline.soar.com/6370307-6eb2eed621bb01cc38d9c76cd31b2f2e/orig.mp4?Expires=1775781456&Signature=CXkunwTN7bTBJCwSztb6JD1mCFaet7aHEgekYzUas1xCDZY96xx6sflp1bKVY9Tpa-Viz5TxPcNhO9RVmFKOiuXDO2LPwnXSBPKWxSov~Evn6tcOs~KwezT~NnLpFJ8RQQTk9~gti3ts1EZcoaAX0ftgg5HLbVqyQNIT4rSfyXXqcbecxdwH56eKkjRIgnSbpQbLgDUxVcC-bW0xpIUGq6o5YOgZM~9HBSLJR6WH2yqpZGdjzI07vVmTjBae4TgxDbnJ55s7Zt3i-9SaqtfGRopMhLz1UjjXD2PN~x6Gqs6wOhL1fZi58Rg1z2F02h6nZVQqIKmFZ6giHbigxFkf3g__&Key-Pair-Id=KUT5TJCACFTXG","Lizzie Carroll and Dustin Tinrero of Facing History and Ourselves told the commission the organization uses history, ethical reflection and emotional engagement to teach students about the Holocaust, antisemitism and civic responsibility.

Carroll, program director for Facing History in New England, said the organization’s approach combines intellectual rigor with ethical and emotional learning and provides free online resources, lesson plans and professional learning for teachers. \"Our resources are accessible to educators on our website free of charge,\" Carroll said. She described facing history’s case study approach—studying identity and group dynamics, historical case studies and contemporary responses—and said the organization emphasizes age appropriateness and alignment with state education standards.

Dustin Tintero described Facing History’s contemporary antisemitism collection and professional offerings. He said the resource collection web page had nearly 181,000 views in the past year, that the organization trained more than 1,100 Massachusetts educators in Holocaust and contemporary antisemitism resources since 2020, and that over the last two years Facing History partnered with about 30 Massachusetts schools and districts on related curriculum and training. Tintero said the organization’s mini courses and webinars address classroom practice and digital literacy, and he cited evaluation results showing strong educator learning outcomes and student impacts: more than 90 percent of students participating in classroom work tied to Facing History reported improved understanding of antisemitism origins and tools to respond.

Both presenters pointed to the role of the state grant program tied to Massachusetts’s genocide education mandate. Tintero noted that DESE’s fiscal year 2026 teaching‑and‑learning grant cycle is open and that facing history is preparing district partnerships. Carroll and Tintero said they welcome additional district and state partnerships to support vertical alignment—coordinating middle‑ and high‑school instruction so lessons are reinforced over several years.

Commissioners asked about grade appropriateness, higher‑education partnerships, and how Facing History vets materials. Carroll said Facing History’s curriculum is primarily designed for middle and high school but can help whole‑school communities build inclusive climates at younger grades; she said the organization’s content team develops and updates materials and that resources include guidance on grade appropriateness and learning goals. Tintero described on‑demand webinars, mini courses, and cited positive participant feedback and evaluation data.

Facing History offered to share further materials and support with districts seeking to implement the state’s genocide‑education mandate and related professional learning.","Facing History and Ourselves described curricular resources, professional learning and local partnerships—citing 1,100 Massachusetts educators trained and an online resource collection accessed about 181,000 times over the prior year.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6370312,"Massachusetts AG office: schools have broader authority than government to regulate disruptive student speech",572,2169000,2741000,"/Search/View?dp=1&key=2151448-f2ba11feadac0308f496978b366793cd&start=2169&end=2741","https://assets.pipeline.soar.com/2151448-f2ba11feadac0308f496978b366793cd/thumbnail_2169000.jpg","/articles/6370312/Massachusetts/Massachusetts-AG-office-schools-have-broader-authority-than-government-to-regulate-disruptive-student-speech","https://secure.pipeline.soar.com/6370312-a63e557f7554048cb8afdaf2beb97aed/orig.mp4?Expires=1775781456&Signature=jq30QWtj3AIa4CALk0-XefGovH9g-lF6-6nzEQGUsonPjLjsywbbYDCF-EgIFTf-rtqdQ06ZnRXlp-B96bHaVFhbHK1QGKdF0hMGXByBG0D-sw9WSJbkl57KmcMYaOVSjFAkkELjuzxyT-1n-pe1y0qLpAKiYlD572XQpykm1XaNdOTPQUr3qTCghQyqSwp4qEVDBvHlHNmSSWZLMZW0FgpCk0W2quvEX3S6dkmHEscoGaMaz6g43S4egz1KyvgiDwvGpO7ViOd20BEKsr5Geq7RDFk-GBBRADIGX1MB77WQJNvmKrxrgBZCvgnwfVWhK7B2TaTw8oq20mDPyAStqA__&Key-Pair-Id=KUT5TJCACFTXG","Jonathan Burke, managing attorney in the civil rights division of the Massachusetts Attorney General’s Office, briefed the Special Commission on Combatting Antisemitism on how First Amendment law applies to hate speech, bullying and school settings.

Burke emphasized that the First Amendment \"severely restricts the government's authority to prohibit hate speech or impose civil or criminal penalties on individuals who engage in hate speech\" outside schools, but that the legal analysis differs inside K‑12 settings. At schools, Burke said, officials can restrict student speech that is \"reasonably likely to cause a material disruption to the learning environment or that interferes with the rights of other students.\" He said those rules allow schools to prohibit bullying and harassment targeting protected groups and to discipline students for conduct that crosses into harassment.

Burke described a second category—passive, non‑disruptive speech—where courts balance free expression against schools' obligations. He cited a recent federal appeals court ruling in Massachusetts upholding a school's decision to prohibit a student T‑shirt slogan the court concluded demeaned transgender students and could predictably cause disruption. \"School officials can restrict student speech that is reasonably likely to cause a material disruption,\" he said, adding that Massachusetts law also imposes affirmative duties on schools to create a safe learning environment.

On teachers' speech, Burke said courts distinguish classroom speech from out‑of‑class speech. He said schools generally have authority to set curriculum and to require teachers to follow it; deviation from a required curriculum can be grounds for discipline when the school has clear policies and a legitimate pedagogical reason.

Burke also addressed off‑campus speech and social media. He said schools can act when off‑campus behavior has a carry‑over impact on the in‑school learning environment, but noted many determinations are fact‑specific. He recommended that school administrators consult district counsel, district attorneys, DESE, or the Attorney General's Office for guidance when questions arise.

On enforcement mechanisms, Burke noted time, place, and manner regulations can be permissible when content neutral and consistently applied; he cautioned, however, that such restrictions become unlawful if applied discriminatorily or if they are content‑based. Burke said that while incitement of imminent violence is not protected speech, the legal standard is narrow: courts ask whether the speech was intended and likely to produce imminent lawless action.

Burke closed by noting Massachusetts has comprehensive civil‑rights and hate conduct laws covering schools, housing and employment and that administrators concerned about specific incidents should consult available state guidance and legal counsel.","Jonathan Burke of the Massachusetts Attorney General's Office told the commission that First Amendment limits on governments do not apply the same way inside K‑12 schools; schools may restrict student speech that causes material disruption or targets protected characteristics.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6370317,"ADL survey finds broad support for Holocaust and antisemitism education but limited local availability",556,444000,1000000,"/Search/View?dp=1&key=2151448-f2ba11feadac0308f496978b366793cd&start=444&end=1000","https://assets.pipeline.soar.com/2151448-f2ba11feadac0308f496978b366793cd/thumbnail_444000.jpg","/articles/6370317/Massachusetts/ADL-survey-finds-broad-support-for-Holocaust-and-antisemitism-education-but-limited-local-availability","https://secure.pipeline.soar.com/6370317-7c53f5ceb177db5d92e7d847b7600988/orig.mp4?Expires=1775781456&Signature=aN4SdFHjcMOdsGdre5oR-EDb-hk62wvq0xZv6VlZFyIT559A5wNiVDuJM5XE6weKO6l9MjquLHiZGTHjIpLdpsviDsqhANkOqz~vrBiI-d2k5blkvTvYTnSLuwVSG9ymq~XkZN0nE0Xyx8~Gfi4vvG6ZC3BvgYwPa~Pr8aMi4Eeccu2D3HB2tYz0ir6q5jBy~Sx1OZ0NDghvMXGu09cnA4fOs3gbH1n~E0FAAAmPLjRgGTkIAdIIvowl8S35XGOqRQEX5Njz9XxLq90GnJDO-p3eR8D2LOFZgGSO8pc19fqmeNmIUDBO9S4QCtQ2TePJ8-rim-8JBKPdHmIVk4wCQQ__&Key-Pair-Id=KUT5TJCACFTXG","Matt Williams, vice president of the Anti-Defamation League’s Center for Antisemitism Research, told the Special Commission on Combatting Antisemitism that a recent nationally representative survey his unit fielded with Ipsos shows broad public support for Holocaust and antisemitism education in K-12 schools. \"These data are nationally representative. They are not necessarily representative of the population of the state of Massachusetts,\" Williams said.

The survey, fielded over 10 days in late October and early November, found nearly nine in 10 U.S. adults support Holocaust education in local school districts and that 83 percent support antisemitism education. Despite that, Williams said fewer than a third of parents reported their child’s school offers Holocaust or antisemitism-related instruction: 30 percent reported Holocaust education, 21 percent reported antisemitism education, and 14 percent reported both.

Williams said the survey also shows substantial parent awareness of antisemitic incidents in schools: roughly 43 percent of parents indicated they were aware their child had witnessed or experienced at least one incident of antisemitism or problematic anti‑Israel bias in the classroom over the prior 12 months. He emphasized the rate was higher for Jewish parents: 71 percent of Jewish parents in the sample said their child had witnessed or experienced at least one incident in that timeframe, compared with about 36.8 percent of non‑Jewish parents.

Williams and ADL colleague Shira Goodman urged commissioners to pursue local analysis of the national findings. Williams noted that parents who reported higher concern about antisemitism in their districts were also less satisfied with the quality of Holocaust and antisemitism instruction where it was offered. The ADL presentation recommended additional state‑ and district‑level study of curriculum access, grade appropriateness and educational outcomes.

Goodman, ADL’s vice president for education advocacy, told commissioners about pending federal legislation she said would fund a national study of Holocaust and antisemitism education. \"The Holocaust and Antisemitism Lessons Act was introduced in the last Congress and is likely to be reintroduced soon,\" Goodman said; she said the bill would fund a study to document mandates, implementation, and testing across states.

Commissioners pressed ADL on several practical points: whether the national results should be expected to match Massachusetts (Williams said incident rates in Massachusetts currently appear higher than the national average), whether antisemitism shows up in districts with small and large Jewish populations (Williams said it appears in both), and whether states collect data on how Holocaust and genocide education are implemented (Williams said collection varies by state; New York tracks implementation, California is beginning, and many states do not). Williams noted the ADL data are a conservative estimate of incidents because many adults lack a complete understanding of what constitutes antisemitism.

The ADL presentation materials and recommendations will be available to the commission for follow-up and local analysis, Williams said.","A nationally representative ADL survey presented to the Special Commission on Combatting Antisemitism found strong public support for Holocaust and antisemitism education, while fewer than one in three parents say their child's school offers such lessons. Jewish parents reported much higher rates of students witnessing antisemitic incidents.","actionData","errors"]

Article not found

Psychologist warns antisemitic incidents and online exposure produce trauma that undermines students' learning and safety

Facing History outlines K‑12 teaching resources, professional learning and statewide reach for genocide and antisemitism education

Massachusetts AG office: schools have broader authority than government to regulate disruptive student speech

ADL survey finds broad support for Holocaust and antisemitism education but limited local availability