The Role of Public Schools in Political Activism

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July 19, 2026
Education Education Policy

The North American Values Institute has analyzed webinars focusing on utilizing public schools to bolster efforts to ‘free Palestine.’ These webinars were led by Marci Winograd from Code Pink, who heads the pro-Palestinian caucus within the California Teachers Association. Among these sessions, dance teacher Laura Pinho explained methods to include Palestinian ‘resistance’ themes in dance lessons, incorporating antisemitic elements in her social media presence. These lessons aimed not at cultural education but at directing students towards specific political beliefs.

As a former member of the California State Board of Education, the intent behind California’s educational standards has been to nurture independent thinking among students. Pinho’s sessions deviated from these goals, promoting indoctrination instead. Similar cases of anti-Israel advocacy have emerged within the California Teachers Association and its Los Angeles branch, introducing one-sided political narratives into schools and targeting Jewish educators and parents.

For instance, Amy Leserman, an educator and union leader for 25 years, experienced removal from a union leadership meeting by Cecily Myart Cruz, the President of United Teachers Los Angeles, due to her ‘Zionist’ identity. This exclusion occurred during a meeting focused on voting regarding motions linked to Israel and Palestine.

Public education has been diverted into a platform for adult political agendas, distracting from the primary mission of academic development. While involving political conflict in education is essential, the focus should remain on providing unbiased information rather than coercing students into personal political causes.

Political activism in classrooms is not exclusive to one side. Right-wing efforts, like Oklahoma’s attempts to integrate election conspiracy theories or Texas mandating Bible verses as academic standards, mirror this trend. Both extremes exploit public schools for ideological purposes instead of enhancing educational quality and civic insight.

Statistics indicate deteriorating academic performance among American students, highlighted by declining 12th-grade reading and math scores. Political disputes overshadow the crucial need for a competent educational system that aligns with students’ rights to quality learning. Legal frameworks compel students to attend failing schools, leaving parents powerless in demanding better education quality.

The current educational tug-of-war underscores the urgent need to prioritize children’s rights to fair and high-quality education. Recognizing public schools as civil rights bastions for education can ensure students acquire essential skills like reading, writing, reasoning, and calculating. Transparent standards and legal recourse can fortify families in cases of persistent educational failures.

Redefining educational quality as a civil right redistributes power, empowering students and parents to demand accountability from educational institutions. Public schools must serve the educational needs of American families rather than conforming to political ideologies. This shift asserts the school system’s allegiance to parents and students across the nation.