As the one-year anniversary of Oct 7 and the start of the Israel-Hamas war approaches, many British schools find themselves navigating an extremely sensitive situation: whether or how to mark the occasion. For educators, this decision carries heavy implications, not just in terms of the event itself, but also in how it will resonate with their diverse student populations and their broader communities. 

There is no question that this war is devastating. The conflict has resulted in tens of thousands of deaths, including civilians, and had profound psychological and political repercussions worldwide. The humanitarian crisis in Gaza, compounded by Israeli airstrikes, the blockade, and the catastrophic destruction of civilian infrastructure, has left the world grappling with the human toll of the violence. The crisis is now spreading to the West Bank, with heightened restrictions on movement, military operations and settler violence. Meanwhile, the trauma of Israeli civilians following the Oct 7 attack and living under constant threat of rocket fire and the hostage-taking of Israeli citizens has also deeply scarred communities.

In the wake of such complex, brutal, and tragic events, holding memorials in British schools - institutions that pride themselves on inclusivity, neutrality, and the development of critical thinking - becomes a deeply challenging proposition. Commemoration may feel necessary to some but fraught with sensitivities, contradictions, and potential divisions.

A Diverse Landscape of Identities and Perspectives

British schools are microcosms of the country’s multicultural society. In particular, large Jewish and Muslim communities, many of whom have ties to Palestine or Israel, coexist in the same educational institutions. This diversity is a strength, but it also means that the conflict is not just a distant event in the eyes of many students. For some, it is personal. Memorials, in this context, can risk alienating or distressing children and families who may already feel vulnerable in the aftermath of the conflict.

The situation is further complicated by the fact that the war is not just a foreign policy issue; it touches upon deeply entrenched historical, cultural, and religious tensions. The narratives surrounding the conflict vary widely depending on personal background. Some view the war primarily through the lens of Palestinian suffering under occupation, while others focus on Israel’s right to defend itself from attacks by Hamas, a group that many countries, including the UK, classify as a terrorist organisation.

Given this variety of perspectives, it is impossible to commemorate such an event in a way that feels neutral to all parties. A memorial, regardless of how well-intentioned, risks seeming to align the school with a particular political or moral stance, thereby inflaming tensions. For Palestinian-Arab students with family in Gaza, a memorial that does not sufficiently acknowledge the humanitarian disaster and violence faced by Palestinians might feel like an erasure of their suffering. For Israeli-Jewish students, a lack of emphasis on the violence faced by Israelis during the war could equally feel like a failure to recognise their own trauma.

The Role of Schools: Education vs. Activism

This leads to a crucial question: What is the role of schools in responding to conflicts like this? Schools are not political institutions, and their primary role should be to educate rather than to advocate for one perspective. Holding a memorial for the anniversary of the war risks shifting the focus from education to activism, which could blur the lines between teaching students how to think critically about world events and telling them what to think. 

Many parents expect schools to provide a balanced and sensitive approach to such difficult topics. While some parents may push for memorials or educational programs that align with their personal views on the conflict, others may fear that such events will contribute to further polarisation among students. It is critical that schools avoid being seen as moral arbiters in a conflict that is both intensely divisive and far removed from the everyday experiences of many students.

However, inaction is arguably more damaging, as young people need spaces of support and expression at such a time.

Alternatives to Traditional Memorials

For British schools whose members need to acknowledge the anniversary of the war, there are alternative approaches that may allow for commemoration without risking division. Rather than holding a formal memorial as a one-off event, schools could use this moment as an opportunity to educate students about the broader themes of peace, justice, conflict resolution, and humanitarianism. Using a variety of creative activities over the course of a week and involving some students in the planning, classrooms could explore the historical context of the war and delve into the complexities that make it so difficult to resolve.

Schools also need to create spaces for young people and adults to process strong emotional responses to the situation. This could include moments of silence and reflection, artistic expression of thoughts and feelings, and opportunities to connect and share with local community members who have been affected. Resources from organisations like the Parents Circle Families Forum also provide ways to help process grief and anger, as family members from both societies share testimonies of losing loved ones, and find strength in each other and their shared activism for justice and peace.

By focusing on dialogue, empathy, and understanding, schools can create a space where students feel safe to express their perspectives and learn from one another, without feeling pressured to adopt a particular viewpoint. Encouraging open discussions and debates about the conflict, while ensuring that these conversations are moderated and sensitive to the emotions of all students, may provide a more balanced and educational approach than a traditional memorial.

Additionally, schools could use the anniversary as an opportunity to engage in humanitarian projects that unite students around shared values, such as organising fundraisers for children affected by war or promoting peace-building initiatives. These activities would emphasise a message of solidarity with victims of conflict worldwide without appearing to take sides in a contentious political dispute.

Conclusion

The war remains a deeply painful and polarising event for many people, both in the UK and abroad. As British schools consider how to approach the one-year anniversary, they must tread carefully. A memorial might seem like a way to acknowledge the tragedy of the conflict, but in doing so, schools risk alienating or dividing their communities. By focusing on education, dialogue, and shared humanitarian values, schools can find ways to acknowledge the complexities of the conflict without exacerbating tensions.

In a world that feels increasingly polarised, British schools have a unique responsibility to foster understanding and empathy. It is this commitment, rather than commemorative acts, that will ultimately help students navigate the complexities of conflict and work towards a fairer and more peaceful future.

To view our guide on how to navigate Memorials for Oct 7th and one year of the war in Gaza, please head here.
 

Sharon Booth is Executive Director and Founder at Solutions Not Sides.