In a classroom adorned with Hebrew and Arabic letters, a group of third graders synchronized their breathing, their eyes closed and their hands resting palm-up on their laps.
The teacher instructed them to take a deep breath and exhale.
The students, a diverse group of both Jewish and Arab backgrounds, are enrolled at Max Rayne Hand in Hand School in Jerusalem. This school is one of six bilingual institutions in Israel that are committed to the belief that Israelis and Palestinians can coexist and learn together in harmony. Amidst the turmoil and uncertainty following the breakdown of a temporary cease-fire in the Gaza Strip, the students found solace in a moment of meditation.
They decided to focus on achieving inner calm since regional peace seemed momentarily unattainable.
Schools in Israel, which are often divided based on religion and language, are facing challenges in supporting students emotionally during the ongoing conflict. However, Hand in Hand schools stand out as unique because they have two teachers in every class – one who speaks Hebrew and another who speaks Arabic. This diverse setup allows for a distinct conversation about the recent terrorist attacks on October 7th and the ongoing war in Gaza.
“We may come from different backgrounds, speak different languages, and practice different religions, but we have made the choice to be here together,” expressed Haya Saleh, a Palestinian citizen of Israel and the Arabic-speaking teacher for the third-grade students.
Amidst soaring tensions and dwindling support for a peace agreement, the dedicated staff and families of Hand in Hand schools are tirelessly striving to bridge the divide between Israelis and Palestinians. With an unwavering belief in their ability to create a blueprint for acknowledging each other’s traumas, experiences, and histories, they envision a future where their model can be embraced throughout the region.
The war has left no one at the schools untouched. Among the students, there are those of Arab descent who have experienced the loss of family members in Gaza. Similarly, there are Jewish students who have been affected by the conflict, with relatives who were either killed or kidnapped on October 7th, or who are currently serving in the military.
Peace within the walls of schools may seem possible, but the situation elsewhere in Israel tells a different story. Recent data from a poll conducted by Tel Aviv University in November shows a significant decline in support for peace negotiations. The findings indicate that less than one-third of respondents were in favor of a two-state solution, a decrease from the previous month’s numbers.
Gezeel Jarroush Absawy, the principal of the Hand in Hand elementary school in Haifa, firmly believes in the importance of unity. Despite the challenges posed by the ongoing conflict, Absawy maintains that being together is not only possible but also preferable and the right thing to do.
In order to achieve this goal, the schools place a strong emphasis on addressing and healing individual and generational trauma. They strive to provide a comprehensive understanding of history by presenting it from the perspectives of both Israelis and Palestinians. Moreover, they actively work towards fostering relationships between Arab and Jewish children, with the hope that these connections will continue to grow and develop into adulthood.
“We should strive to be friends instead of fighting,” expressed a student at the Jerusalem school in Arabic. Another student echoed this sentiment in Hebrew, stating, “We can coexist peacefully.” Yet another Arabic-speaking student emphasized the importance of acceptance among people of all ages, saying, “If we embrace one another, both adults and children, we can create a safe and harmonious environment.”
The walls of the Hand in Hand school in Haifa are adorned with illustrations from students who were asked to depict their current emotions. Teachers posed the question, “How am I feeling at this moment?” and the students responded creatively.
A student expressed their concern by drawing rockets being fired from both sides of the page, accompanied by the words “No no no no!” written in bold Hebrew bubble letters in the sky. In contrast, another student depicted two individuals holding hands, their faces adorned with wide smiles. Meanwhile, a third student reassured everyone by simply writing, “I’m OK.”
Parents have actively participated in activities that mirror those taking place in their children’s classrooms. Starting in October, a collective of parents in Haifa has been convening regularly for engaging discussions. These sessions are typically facilitated by two parents, Merav Ben-Nun, an Israeli Jew, and Mouna Karkabi, an Israeli citizen of Palestinian descent.
During a conversation with six parents of elementary students, Ben-Nun emphasized the importance of stepping out of our comfort zones instead of staying apart.
According to the interviewed individual, she likened the experience of enrolling one’s children in a vegetarian lifestyle while still consuming steak. She emphasized that if parents choose to immerse their children in an alternative educational system, they must demonstrate their active involvement in that system.
The parents, just like the children’s teachers, had concerns about the future of their vulnerable community after the events of Oct. 7. During the first meeting between Arab and Jewish parents following the attack, Ben-Nun and Karkabi encouraged everyone to express their reasons for attending the session. The parents unanimously stated, “We came here to listen,” reflecting their intent to be open-minded and receptive.
The parents expressed a range of emotions, including exhaustion, devastation, anxiety, and anger. However, they also shared a hopeful vision for the future, one in which Israelis and Palestinians would become genuine partners.
Karkabi acknowledged that the complexity of the situation remains and anticipates it to persist. Despite not always being in agreement, there is a commitment to actively listen to one another.
However, Hand in Hand is not just about meditation and deep conversations. In the blink of an eye, it transforms into a regular school. Students hurriedly rummage through their backpacks, engage in gymnastics during recess, and rush to their next class at the sound of the bell.
Salim chuckled as he expressed his thoughts about the school, saying, “It’s a place filled with joy and happiness. Here, we don’t focus on our differences as Jews and Arabs. Instead, we come together as one unified community, simply a school.”
During his morning commute to school, Ben Vick, a Jewish fourth grader from Jerusalem, expressed his appreciation for the unique and “cool” setup of his school.
During their journey, Ben and his father passed by apartment buildings proudly displaying Israeli flags and one particular building with a sign advocating for peace: “Give Peace A Chance.” At just 9 years old, Ben expressed his concerns about the ongoing war and shared how his interests had shifted from science to art.
“My best friend is Arab,” he said, gazing out of the car window. “It’s quite an enjoyable experience, being a religious Jew and having a friendship with an Arab.”
Ben mentioned that the boys enjoy spending time together at the library and playing soccer. However, he also acknowledged that these activities can sometimes be stressful.
As his father pulled up to the front of the school, he expressed his disbelief, saying, “It’s really hard to wrap my head around the fact that there are people out there being killed right now. Meanwhile, here at school, everything seems so calm and ordinary, just another typical day.”
As Ben arrived at school, he quickly grabbed his bag and eagerly hopped out of the car. His father lovingly planted a kiss on his head, bidding him farewell. Filled with anticipation, Ben darted into the school, his heart set on finding his best friend.
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