A recent examination of scholarship on higher education has found a startling absence of research into antisemitism on university campuses, even as surveys, inquiries and parliamentary scrutiny around the world indicate growing concern about Jewish students’ experiences.
Little published evidence despite rising public debate
The analysis, drawn from searches of flagship higher education journals and bibliometric sources, reported that across decades of academic publications there was almost no work that explicitly addressed antisemitism in higher education. The researchers found only one article with the word "antisemitism" in its title or abstract in the selected journal archives and databases.
"We did not anticipate that scholarship on this topic, so prominent in public discourse over the past few years, including in relation to universities, would be almost invisible."
The absence of robust, peer-reviewed research on campus antisemitism stands in contrast with a surge of public attention. Governments, parliaments and university bodies in multiple countries have undertaken inquiries and hearings. In the United States, university presidents have faced questioning in Congress; Australia has seen Senate, Parliamentary and Royal Commission-style scrutiny; and other national reviews have been launched in the United Kingdom and Canada.
Surveys point to a worrying picture for students
While academic literature remains sparse, surveys and reports cited in the analysis document disturbing trends among students. The findings highlighted include:
- United Kingdom (2026): A nationally representative survey of 1,000 students across 170 institutions found that 23% had witnessed behaviour targeting Jewish students.
- Canada (2026): A government-commissioned report found that 96% of Jewish students had experienced or witnessed antisemitism in the previous year, and 72% said they limited what they said in class about being Jewish.
Those figures, the analysis argued, show that the problem is being documented by civic and governmental mechanisms even as higher education scholarship has largely not engaged with the phenomenon as a distinct research problem.
| Jurisdiction | Year | Key finding |
|---|---|---|
| United Kingdom | 2026 | 23% of students surveyed had witnessed behaviour targeting Jewish students |
| Canada | 2026 | 96% experienced or witnessed antisemitism; 72% limited speech in class |
Why the research gap matters
The investigators contend that the politicisation of debates about antisemitism may discourage scholarly engagement, but they emphasise that increasing polarisation makes rigorous research more urgent. Without robust evidence, policy discussions risk being driven by the most vocal actors rather than by systematic data that can clarify prevalence, drivers and effective responses.
Framing antisemitism as a specific subject of higher education research would enable universities and policymakers to examine how governance, campus cultures and institutional responses shape Jewish students’ experiences. It might also help distinguish between different forms of conduct — from harassment and hate speech to conflicts rooted in wider geopolitical tensions — and guide proportionate policy measures.
For South African universities, the analysis has immediate resonance. Institutions here already face challenges balancing freedom of expression, the duty of care to students and the management of campus protests and debates. The lack of comparative, peer‑reviewed studies on antisemitism constrains evidence-based policymaking and weakens the capacity of senior managers, student bodies and regulators to design targeted interventions.
The authors of the examination called for a concerted research effort that treats antisemitism as a legitimate and urgent object of study within higher education research agendas. Such work, they argued, would move discussions beyond contested polemics and provide the basis for policies that protect student wellbeing while upholding academic freedoms.
As public inquiries and surveys continue to highlight Jewish students’ reported fear, exclusion and self-censorship, the gap in scholarly literature presents a challenge for universities seeking to respond in ways that are principled, proportionate and informed by evidence.
