TESTIMONY AT THE STATEHOUSE

JCVT joined Shalom Alliance, Vermont Holocaust Memorial, the ADL, three courageous students, and Rabbi David Fainsilber of JCOGS to give testimony on the state of antisemitism in Vermont schools. The committee was visibly moved to hear details of lived experience, asked and expressed their appreciation for the opportunity to learn firsthand.

See the report on WNBC News 5 See the full hearing here

Chair Bongartz and Members of the Senate Committee on Education,

My name is Beth Liberman. I am a Vermonter, and I am a Jew. I have spent my professional life as an educator, and the last decade as Jewish educator here in Vermont  — working with Jewish youth and families, serving as the education director of a synagogue, and now as the Executive Director of Jewish Communities of Vermont. 

JCVT’s mission is to ensure that Jewish life in Vermont is vibrant, inclusive, and joyful for everyone in our diverse Jewish community. It also must be safe.

In a rural state like ours, that work requires intention. Our Jewish communities are spread across small towns and cities. We work to keep people connected — to Jewish resources, to one another, and to a shared sense of belonging. For example, on April 19, we will host a Summit for Jewish Vermonters, bringing together people from every corner of the state. We create programming for children, families, teens, and adults. We support congregations and community leaders. Jewish life in Vermont stretches back nearly two centuries, and we are committed not only to sustaining it — but to helping it thrive.

But the past several years have been deeply challenging.

The increase in antisemitism — locally and globally — has shaken our communities. Synagogues across Vermont have to raise extra funds for security. Congregants undergo security training. Doors are locked. Armed guards stand outside during weekly services and holidays. Families think twice before attending public Jewish events.

And the deepest impact is on our children.

You have heard powerful testimony from students about their experience in Vermont schools, illustrating both blatant antisemitism and something equally troubling: the failure to recognize and name it. 

A classroom presentation praising Hitler as “successful.” Swastikas dismissed or mischaracterized. Jewish students told that what they experienced was not antisemitism. Those are shocking examples — but they are not the whole story.

What we are hearing from families across Vermont is that antisemitism in schools exists on a spectrum. In some schools, there is a culture of swift, supportive response. In others, responses are passive, uncertain, or minimized. That inconsistency matters.

But response is only one aspect — and it is only effective when antisemitism is blatant and recognized. Far too much of what Jewish students experience goes unnoticed by adults.

Students as young as third grade are taunting their Jewish peers. They are insidious about it — doing it out of earshot or out of view of staff. They jingle coins near a Jewish child. They hum Jewish melodies in a mocking tone. They repeat stereotypes and use slurs in whispers. They tell a child to go run and hide like Anne Frank. Not while they were reading about Anne Frank, but because they were reading about another character who referenced learning about Anne Frank. They schedule group work so someone is left out. They know how to avoid detection.

A swastika in a math textbook or carved into a desk is horrifying and visible. But the persistent undercurrent of hazing and humiliation — that unravels a child slowly. Many students minimize what is happening when they tell their parents, if they share it at all.

We are also hearing that Jewish students are frightened in classrooms where faculty make their own political views widely known. Regardless of the issue, when teachers signal strong political positions — particularly around topics connected to Jewish identity — some Jewish students do not feel safe expressing who they are. They do not feel safe asking questions. They do not feel safe coming forward when something happens.

Many Jewish students feel they must defend their heritage in class discussions. In some cases, they are pressed to respond to geopolitical issues they know little about, simply because they are Jewish. That is not education. That is isolation.

Schools also unintentionally send messages of exclusion. Decorations and celebrations often highlight holidays that do not include Jewish students. Important school events are scheduled on Jewish holy days year after year. These decisions may not be malicious — but they communicate whose traditions are visible and whose are invisible.

Students need education that helps them understand how antisemitism develops, how to recognize it, and how painful it is for Jewish students and why. They need to understand that Nazi symbols represent the horrific story of genocide. They need tools to distinguish between policy debate and targeting peers. They need context as well, understanding the rich Jewish culture that existed prior to the atrocities.

Teachers need stronger preparation and clearer guidance. They need training that helps them recognize antisemitism — not only when it is blatant, but when it is subtle. They need to know how to interrupt harmful rhetoric immediately. They need administrative backing that makes clear antisemitism must be named directly and addressed consistently.

But this work should not be limited to preventing harm. It should also expand opportunity.

Exposure to other cultures through the arts, through collaboration with community organizations, through meaningful world religion studies, through engaging Holocaust education like the excellent Anne Frank exhibit and program touring the state for the second year — these experiences build understanding. When students encounter Jewish history, culture, and lived experience in accessible, accurate and thoughtful ways, ignorance loses its power.

We can go further by actively teaching compassion as a skill. Recognizing the humanity in others. Standing up for those who are suffering. Leading with curiosity instead of assumption. These are capacities that can be taught, modeled, facilitated, and practiced.

Vermont has made meaningful strides in diversity, equity, and inclusion. But in recent years, Jewish students have felt that those efforts don’t include them. It pains me to say it, but in these times, Jewish students must be considered a marginalized group and receive those considerations.

No child should have to defend their identity in a classroom.
No student should feel unsafe approaching a teacher.
No family should discover by accident that their child is carrying this burden alone.

I am here before you as a Vermonter who loves this state, and as a Jewish leader who believes deeply in its values. Jewish life here is resilient and strong. We will continue to gather and celebrate. But we need our schools to be places where Jewish children are fully seen, protected, and supported.

Legislation would help to address preparation and prevention. It would be an important step toward ensuring that what these students experienced — and what too many others quietly endure — is not repeated.

I hope this committee not only considers legislation, but how it would be implemented thoughtfully, effectively, and consistently across our state. How do we equip educators with the training they need? How do we establish clear protocols? How do we engage parents as partners? How do we ensure that compassion, historical understanding, and courage are built into our school culture?

Vermont has the opportunity to lead here — not in reaction to crisis, but in commitment to our values.

It is notable to be having this conversation in a week when Chinese New Year, Ramadan, Ash Wednesday, and the start of the Jewish month of joy, Adar, all converged. What an incredible opportunity this could be for conversation in schools.

Thank you for your time, your leadership, and your dedication to the safety and dignity of every Vermont student.