No Place for Hate
The Anti-Defamation League was founded in 1913 "to stop
the defamation of the Jewish people and to secure justice and fair treatment to
all.” ADL's long-term commitment to fighting all forms of bigotry is the basis
for its anti-bias educational initiatives. Through anti-bias training programs
offered for students and teachers along with on-going activities that address
issues of bullying, racism, and hatred, No Place for Hate® (NPFH) guides the
creation of a positive school climate.
What is the mission and purpose of this program?
ADL’s No Place for Hate® initiative provides schools and communities with an organizing framework for combating bias, bullying and bigotry, leading to long-term solutions for creating and maintaining a positive climate.
No Place for Hate® (NPFH) initiative is an organizing framework for K-12 schools committed to creating sustainable change that leads to improved school climate. Participating schools incorporate ADL’s anti-bias and anti-bullying resources with their existing programming to form one powerful message that all students have a place to belong. NPFH helps the school foster a culture of respect and create a safe, bully-free learning environment for students at all grade levels. The Initiative celebrates diversity and offers a unique opportunity to prepare young people to succeed in a rapidly changing world.
No Place for Hate schools receive their designation by:
- Building inclusive and safe communities in which respect is the goal, and all students can thrive.
- Empowering students, faculty, administration and family members to take a stand against hate and bullying by incorporating new and existing programs under one powerful message.
- Engaging schools and communities in at least three anti-bias activities per year, which ADL helps to develop.
- Sending a clear, unified message that all students have a place to belong
In an April 2013 report, ASU’s Morrison
Institute on Public Policy found that Arizona schools were experiencing high
levels of bullying and harassment and were significantly underperforming. Since
this report and especially since the beginning of 2017, our students have
experienced increased incidents of bullying and harassment, insensitive remarks against immigrants,
Muslims and Jewish people. There is a correlation between academic
performance and issues such as school commitment, crime, and social-emotional
Reach 49,000 students and 4,125 teachers and staff in 43 K-12 public schools in the metropolitan Phoenix area with No Place for Hate and anti-bias education workshops and training programs.
- 85% of schools will report that ADL’s programs have improved school climate and/or reduced bullying and hate-based behavior.
- 85% of schools will complete three ADL-approved and high-quality all-school projects per year to challenge bullying/bias and to explore diversity.
- 93% of schools will indicate willingness to continue involvement in the next year.
- 90% of teachers will report greater comfort in addressing bullying and biased comments in class and/or incorporate anti-bullying/anti-bias themes into classroom instruction and management techniques.
- 90% of students and educators will report greater awareness of bullying, cyber bullying and name-calling, gain insight into their existing attitudes regarding diversity and inclusion and develop effective strategies for combating prejudice, discrimination and bullying.
- 90% of students and peer leaders will report willingness to confront and interrupt prejudice, bullying and other hate-based behaviors and encourage their friends to adopt these strategies.
How do you measure the success of your program?
We measure the success of No Place for Hate® (NPFH) through qualitative data provided by partnering schools. When the school first applies, they are asked a series of questions that helps evaluate the environment of the school and its needs. Through discussions and activities the students and teachers participate in, the needs are reevaluated. With each activity there are triumphs and lessons learned that the school reports back to ADL through progress reports.
Creating more inclusive environments is a process that takes time. ADL encourages schools and communities to build upon the progress made during the first year and renew their NPFH commitment annually, building upon past years' success. In this manner, short-term goals can be set annually while long-term climate and culture change goals come to fruition over time.