69 Winter 2025 strangers making antisemitic remarks (e.g. 'you're a fucking pig') in passing,” and someone saying “Heil Hitler” and giving a Nazi salute. This has also occurred in written communications, for example: “The encampment outside the union has placed slogans in chalk including many classic antisemitic tropes and blood libels among other things.” Respondents reported that the impact of these attacks included fear, intimidation, and shame for the victims. This led to a feeling of isolation and vulnerability amongst many respondents. One student reported: “I have never felt less protected as a Jew and less alone. This year has made me realize the only people who will look after us is each other.” Another stated that her/his overall experience in university was one of “fear, nervousness and frustration on campus.” The physical violence and verbal attacks were raised by those who reported feeling intimidated into not attending Jewish events, changing their routes across campus, and not wearing things that would identify them as Jewish. Students reported deliberately hiding their Jewish identity for fears of violence, intimidation or discrimination. This occurred in particular in universities with small numbers of Jewish students. Others reported hiding their kippot (Jewish skullcaps worn by religious men) and tzitzit (religious fringes on clothing worn by men) and making sure no-one “outed” them as Jewish, for fear of attacks. Respondents who hid their Jewish identity reported hearing antisemitic remarks and conversations among classmates who were unaware that there was a Jewish student present. It is important to note that some respondents praised their university leadership as well as specific academics in their departments for efforts to combat antisemitism. Most students who responded to the survey, however, said that not enough had been done to combat antisemitism in teaching spaces – both physical and online – including social media groups specifically connected to their courses and fellow students. Concerns were raised about academics who focused excessively on Gaza or Palestine in their classes after October 7, including when this was not obviously relevant to the module. Some respondents reported hostility from academics when asking for extensions to work over religious festivals (when the rules of the religion do not allow religious Jews to do any work), which had not occurred prior to October 7. Others raised concerns about antisemitic tropes from academics during lectures. Students were particularly concerned about how “Zionism is substituted for Jew, very thinly veiled. The word Zionist or Zio is now used as a slur.” Another explained that “language that is ostensibly only antizionist could still be antisemitic, for example calling Zionists ‘rats’ or a ‘disease’.” Many respondents noted that antisemitism from classmates was ignored by their lecturers. In particular, WhatsApp groups were described as being places where antisemitic content was not just tolerated but was defended, and that even when challenged by academics, the students refused to take down content and instead insisted that the Jewish students leave the group. Others explained that their course mates deliberately intimidated and bullied them into not attending classes or lectures. The respondents complained that there had been no disciplinary action, despite repeatedly complaining about the behavior. One described it as, “A deterioration since 7th October with anti-Jewish racism openly expressed in class which would never be tolerated against another racial group.” Exclusion and “deliberate isolation by my classmates” were reported to have affected Jewish students’ ability to join groups needed for coursework, intimidated them into not attending lectures and seminars, and impacted their sense of safety beyond those study spaces into their homes and social lives. Many reported problems with their flatmates, with one “having to move house[s]” because of antisemitism. Another reported being “excluded from my society” for being Israeli. All these forms of antisemitism contribute to the sense of isolation that was reported widely across the different universities. The largest theme that came from the free text responses relate to the hostile environment for Jewish students. This is not necessarily about specific antisemitic actions or speech, but rather the creation of an intimidating or hostile environment in which Jewish students are not able to study and live in UK universities in the ways that students belonging to other minorities are. It is more difficult to quantify the “hostile environment” than other forms of antisemitism. 5. Concluding Observations The evidence demonstrates that antisemitism in UK universities has surged since October 7, 2023, and that threats to academic freedom have similarly increased in line with that surge. We have three broad conclusions about protecting academic freedom, particularly the right of Jewish and Israeli students and staff to study and to conduct research free from external or internal political, economic or social threats or pressures arising out of their nationality or religion. 1. UK universities have (a) a general legal duty, to
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