Arab Israeli Schools Struggle with Crime's Impact on Students

A new policy paper from the Elaaf center, which monitors victims of violence and crime in the Arab community, highlights the profound impact of escalating crime rates on students and calls for educational institutions to provide comprehensive support. The paper, released at the start of the academic year, comes amid a surge in violence, with nine children and teenagers under 18 murdered since the beginning of the year, leaving an estimated 38 children orphaned by crime.

Rawia Handaklo, CEO of Elaaf, emphasizes that the education system's role extends beyond academics to include rehabilitation and prevention, fostering a sense of belonging, tolerance, and visibility for students. She criticizes the government's perception of the Arab community as inherently criminal, denying it legitimacy. The issue of the education system's responsibility was debated in the Knesset's Education Committee, revealing disagreements between MK Zvi Sukkot and Shireen Hafiz Natour, director of the Arab Education Department.

Handaklo stresses that the problem transcends violence within school grounds, as crime in the community directly affects students and staff. "Crime and violence happen within the community, they don't stop at the school gate," she stated, noting that students and teachers may witness violent events or have family ties to criminal activity. She criticized the disconnect between the reality of violence and the official narrative of a smooth school year opening, calling it a "total denial and repression of the bleeding reality within the Arab community."

The policy paper points out the absence of a centralized government database for children affected by crime and the inadequacy of existing support systems. Handaklo recounts instances where school staff encountered extreme situations, such as a security guard discovering a body near an exit, requiring immediate lockdown of the school. Support following murder incidents is often limited to 48 hours, and students who witness violence or whose families are threatened lack consistent, long-term monitoring.

Elaaf proposes a broader definition of "circles of harm" beyond the legal definition of "crime victims" to encompass those directly affected, their families, and the wider community exposed to the aftermath. This framework aims to help the system identify the scope of impact and tailor appropriate responses. Handaklo urges the Ministry of Education to acknowledge the reality of violence in the Arab community and implement individualized and community-based support for students, teachers, and administrators, emphasizing that the school gate does not mark the end of crime's influence.