At one of the most polarized moments in Israel’s history, the Knesset Education Committee convened this week to discuss the integration of Arab teachers into the Hebrew-speaking public school system. Instead of a serious, data-driven discussion on educational needs and civic responsibility, the debate was marred by inflammatory, at times openly racist, remarks from Committee Chair MK Zvi Sukkot (‘Religious Zionism’). At a time when deep mistrust and national tension threaten to tear the Israeli social fabric apart, some leaders want to increase the divide even more. Reality demands the opposite. Israel’s education system does not need more walls; it must open its doors professionally, civically, and morally.

The Hebrew-speaking school system faces a persistent teacher shortage. Principals report increasing difficulty recruiting qualified staff, often relying on under-qualified personnel or temporary authorizations. While Hebrew-speaking schools struggle to find teachers, qualified Arab professionals are sidelined. These are not separate crises or marginal issues: it directly affects classroom quality and student outcomes.

Meanwhile, the Arab education system faces an oversupply of trained professionals. Official data shows that thousands of qualified Arab teachers – many of them women – are excluded despite full certification. While Hebrew-speaking schools struggle to find teachers, trained Arab professionals remain sidelined. These are not separate crises, but a single failure rooted in the near-total separation of the two systems.

Despite political rhetoric, integration is already happening because principals understand this reality. According to the Central Bureau of Statistics, the number of Arab teachers in the Hebrew-speaking system has risen steadily over the last decade to nearly 4,000, representing about 4% of the workforce. Nearly half of Hebrew-speaking public schools now employ at least one Arab teacher, and their share among new hires continues to grow.

Integration is not a social experiment; it is an expanding practical solution and a vital tool for strengthening citizenship. Research consistently shows that sustained, meaningful contact reduces prejudice. When Jewish students encounter an Arab teacher as a respected authority in math, English, science or special education, the interaction becomes human and ordinary, moving beyond headlines and into daily life.

Israel’s State Education Law mandates the promotion of equality and respect for Arab culture and heritage. It is difficult to imagine a more effective way to fulfill this than through the presence of Arab educators. In a country marked by a profound national divide, shared education is not an ideological luxury but a civic necessity.

Those who portray integration as dangerous ignore the success of Israel’s healthcare system. Jewish and Arab medical professionals work side-by-side every day and no one proposes segregating operating rooms. Professional cooperation is normalized in the sphere of human life and education should be no different.

This does not mean challenges do not exist. Since October 7, Arab teachers in Hebrew-speaking schools have reported fear, suspicion, hostility and self-censorship. These realities must be seriously addressed. However, the answer is not to halt integration, but to strengthen it. The Ministry of Education should adopt a clear national policy supporting recruitment, training and institutional protection, alongside firm protocols for addressing racism; integration requires policy, backing, and leadership.

If we are serious about a shared society, the process must be reciprocal. A truly public education system cannot function as two sealed compartments; it must reflect the complexity of Israeli society itself.

The rhetoric heard in the Knesset frames integration as a threat, yet the data and the system’s professional needs point elsewhere. Integrating Arab teachers into Hebrew-speaking schools helps address the staffing shortage, improves educational quality, and strengthens Israel’s fragile civic fabric. Our education system can remain an arena of fear, or it can be where repair begins. The choice is not merely pedagogical – it is moral, political, and urgent. Breaking the Educational Divide: From Teacher Shortage to Shared Society

© The Times of Israel (Blogs)