Questions Universities Should Ask When Vetting Campus Antisemitism Trainings

Programs

Universities increasingly rely on trainings for students, staff, faculty and administrators to address antisemitism and related forms of bias on campus. Whether a program is developed internally or delivered by an external provider, institutions benefit from taking a thoughtful, structured approach to reviewing content, pedagogy, and alignment with institutional values.

The questions below are designed to support universities in evaluating whether a training is factually accurate, meaningfully addresses antisemitism, and aligns with institutional values.

Disclaimer: Not all the questions below may be directly answerable or relevant; however, they provide a useful framework for assessment.

1. Content Accuracy & Definitions
   1. How does this training define antisemitism? Does it align with a widely recognized definition of antisemitism (e.g., IHRA or another definition the institution has formally adopted)? Are Zionism and anti-Zionism defined, and if so, are these concepts sufficiently explained?
      1. See: ADL's Guide on What Is... Antisemitism, Anti-Zionism, Criticism of Israel?
   2. Are historical and contemporary examples of antisemitism provided and if so, are they presented with factual accuracy and appropriate context?
      1. See: ADL's Antisemitism Uncovered: a Guide to Old Myths in a New Era
   3. How does the training address antisemitism related to Israeli national origin, citizenship, or residency or association with someone of Israeli national origin, citizenship, or residency?
      1. See: ADL's Guide to Dispelling Common Anti-Zionist Myths and Allegations and Factsheet on 10 Ways to Have Conscientious Conversations on the Israeli-Palestinian Conflict
          
2. Facilitator Expertise & Delivery
   1. What is the background of the individual(s) delivering the training (i.e., which organizations are they affiliated with, what are their qualifications, do they have any relevant publications)?
   2. Do they have demonstrated experience teaching about antisemitism, Jewish identity, or campus climate issues?
   3. What sources does the training rely on (academic research, primary sources, policy documents, etc.)? How credible are these sources? Are they peer reviewed or scholarly in nature?
   4. Have the facilitators or their affiliated organizations been associated with public positions or activities that may raise concerns about neutrality or credibility in this context?
   5. Is the delivery format (lecture, workshop, discussion-based, asynchronous) appropriate for the intended audience?
       
3. Institutional Credibility & Track Record
   1. Has this facilitator or organization worked with other institutions of higher education?
   2. Are there known concerns, controversies, or incidents associated with the training program at other campuses?
   3. Who endorses or funds the organization providing the training, and are those affiliations transparent?
       
4. Campus Relevance & Context
   1. Does the training accurately address the experiences of students, faculty, and staff on campus, including recent antisemitism-related incidents on campuses broadly or on your campus specifically?
      1. See: ADL's Reports on Campus Antisemitism One Year After the Hamas Terrorist Attacks and Two Years of Turmoil: The Strategic Evolution of Anti-Israel Activism on U.S. Campuses and 2025–2026 Challenges.
   2. Does the training address campus non-discrimination and anti-retaliation policies, reporting mechanisms, and institutional structures?
   3. Does the training address the school's obligations to safeguard student rights under Title VI of the Civil Rights Act of 1964?
       
5. Ideological Risk Considerations
   1. Does the training minimize or dismiss antisemitism as a serious concern (e.g., framing antisemitism as exaggerated or marginal; emphasizing what "does not count" as antisemitism without clearly addressing real harms)?
   2. Does the training content rely on one-sided geopolitical narratives without acknowledging multiple perspectives?
      1. See: Questions, Complexities and Context: Insights into Israel and the Israeli-Palestinian Conflict.
   3. Are any groups portrayed in the training in dehumanizing, stereotypical, or overly simplistic ways (including Jews, Israelis, Palestinians, Muslims, or others)?
   4. Does the training risk creating exclusionary or hostile environments for Jewish or Israeli students, faculty, or staff or any students, faculty, or staff?
       
6. Practical & Accessibility Considerations
   1. Is the training mandatory or voluntary for all members of the campus community?
   2. Is it a standalone training on antisemitism or is it integrated into broader non-discrimination or Title VI trainings?
   3. Is the training accessible to a broad range of participants (e.g., format, language, disability accommodations)?
   4. Does the training include audience participation? If not, would making it participatory increase engagement?
   5. Can it be delivered in different formats (in-person, virtual, hybrid)?
   6. Will the program be updated as campus needs and contexts evolve?
   7. When and how is the training delivered to maximize efficacy and impact?
   8. How is continued learning supported after initial training?
   9. How do university trainings maintain continuity through transitions, including onboarding new staff and new students?

Thoughtfully reviewing antisemitism training is not simply a matter of risk management or compliance, but an essential part of ensuring safety, inclusivity, and institutional trust on your campus. Trainings that are factually inaccurate or ideologically driven can unintentionally exacerbate harm, deepen polarization, or marginalize members of the campus community. By carefully vetting both internal and external providers using the considerations outlined in this guide, universities can help ensure that their efforts to address antisemitism are credible, effective, and aligned with their core educational mission, fostering environments that encourage critical inquiry, non-discrimination, and genuine inclusion for all students and members of the campus community.

For additional detail on campuses that have adopted effective antisemitism trainings, refer to ADL's Campus Antisemitism Report Card.