Antisemitism: University Campuses

Debate between Josh MacAlister and Iqbal Mohamed

Tuesday 30th June 2026 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Josh MacAlister)]

It is a pleasure to serve under your chairmanship, Sir John. I start by congratulating my hon. Friend the Member for Leeds South West and Morley (Mark Sewards) on securing this important and timely debate.

I will turn to a few of the remarks made by Members in this debate, starting with my constituency neighbour, the hon. Member for Westmorland and Lonsdale (Tim Farron). He is right to highlight the number of former student sabbatical officers in this place, present company included, and the important history of the Windermere children. I am keen to do what I can to support the case he is making to find ways to both rebuild the school and bring greater Holocaust education to the north of England, and I share many of his aspirations in that respect.

I thank my hon. Friend the Member for Northampton South (Mike Reader) for praising the leadership of UJS, of which many representatives are here today, and for highlighting the leadership of Michael Necus. In setting out the historical context, the hon. Member for Beaconsfield (Joy Morrissey) reminded me of Baron Finkelstein’s excellent foreword to the UJS “Time for Change” report, highlighting that antisemitism can be taken as a warning sign of moral collapse.

The hon. Member for Dewsbury and Batley (Iqbal Mohamed) rightly stated that we must not conflate the action of the Government of Israel with the Jewish community, and I thank him for making that point so clearly. The hon. Member for Strangford (Jim Shannon) powerfully brought to life the harrowing experiences of Jewish students, and I thank him for taking the time in his speech to make sure that their voices have been heard here.

Universities are places where ideas are tested, challenged and, where necessary, shown to be wanting, through evidence, scrutiny and debate. Exposure to different viewpoints, including those with which we strongly disagree, is an essential part of higher education. Students should leave university having had their assumptions challenged and their perspectives broadened. Freedom of speech and academic freedom are therefore central to the university experience.

At the same time, universities have a duty to ensure that all students can participate fully in university life without fear of intimidation, harassment or discrimination. That is particularly important in the light of the significant rise of antisemitism. Too many Jewish students have been subject to abuse, exclusion and hostility because of their Jewish identity.

Although robust debate, including on controversial political issues, is a vital part of academic life, freedom of expression is not a cover for antisemitic harassment, discrimination or abuse. Universities must therefore both uphold the freedom of speech and take effective action to ensure that Jewish students can study, participate and thrive, free from antisemitism. Our task is not to choose between those principles, but to uphold both. In a liberal democracy, we do not resolve disagreement by shutting down debate, nor do we accept intimidation as the price of free expression. Instead, we create the conditions in which robust debate can flourish and everyone can participate with confidence. That must be our ambition for higher education.

The rise in antisemitism reported by Jewish students is not simply a challenge for one community; it is a test of whether our universities can remain places of inclusion, academic freedom and respect for all. When Jewish students feel unable to speak openly, participate fully or express their identity without fear, something fundamental is at stake.

The scale of the problem is clear, and has been set out by many hon. Members in this debate. In 2025, CST recorded 3,700 antisemitic incidents in the UK—the second highest annual total on record. Antisemitism is not an historical issue; it remains a present and persistent threat, and we must challenge the ideas and narratives that give rise to these incidents.

Too often, antisemitism is expressed through familiar tropes and conspiracy theories: allegations of secret influence, dual loyalty, collective responsibility or hidden power. Those claims can sometimes appear superficially innocuous, but they draw on centuries-old racist myths used to marginalise, persecute and dehumanise Jewish people. We should be clear that those ideas are antisemitic and we should have the confidence to speak out against them, and the Government must provide leadership on that. It is never acceptable to hold Jewish people or Jewish communities responsible for the actions of a foreign state. Criticism of the Government of Israel, like criticism of any Government, is legitimate; holding British Jews collectively responsible is not.

Tackling antisemitism cannot be left to Jewish communities alone. It requires a whole-society response and education is among our most powerful tools in doing so. That is why we are investing £7 million to tackle antisemitism across education and helping schools, colleges and universities prevent incidents, respond effectively when they occur, and foster environments where Jewish students feel safe, welcome and valued.

[Iqbal Mohamed]

Does the Minister agree that people who are trying to divide us will sometimes pit one community against another, and where one community is being rightly and legitimately supported, they will try to weaponise that in another community and create friction? Does he also agree that the steps taken by the Government can be replicated across communities, and that communities and leaders in each of the discriminated-against communities should work together so that the support cannot be weaponised?

[Josh MacAlister]

The hon. Member is absolutely right to make that point. To pick up one thread of today’s debate, a number of hon. Members have raised the power of algorithms, which feed off people’s fury and anger and the differences that exist between them. Many of the themes highlighted in this debate could equally apply to other groups in society where our attention is also needed.

Government-funded training is already supporting university staff and leaders to recognise antisemitism, support Jewish students and respond appropriately when concerns arise. Last week, we agreed to fund projects through our innovation fund to help students navigate misinformation, engage constructively with difficult issues and develop a deeper understanding of different faiths and communities. We are also developing a new community cohesion framework with students in partnership with the University of Salford and the National Union of Students. Alongside that work, we continue to support University Jewish Chaplaincy to provide pastoral wellbeing and practical support to Jewish students across the country.

In his opening speech, my hon. Friend the Member for Leeds South West and Morley asked about the statutory framework. Given the time remaining, I will give the brief update that the Office of the Independent Adjudicator is due to update its good practice framework for higher education providers in handling reports of harassment later this year. In addition, we are working with the sector to improve transparency and accountability for tackling antisemitic abuse. We are also working with Universities UK to undertake a rapid assessment of institutional disciplinary and incident reporting processes and we will develop recommendations and priority actions in autumn this year.