On May 9, approximately 50 PHS students gathered around the flagpole, where they chanted and made speeches. This student-led walkout aimed to raise awareness in the PHS community about the ongoing war in Gaza and to support Princeton University students’ calls for divestment from Israel.

“When we were at the flagpole, we led two specific chants; ‘Disclose, divest, we will not stop, we will not rest,’ calling for the boycott of Israeli ties and funds that institutes promote across the country [and] ‘Free Free Palestine,’” said student protestor Asma Qureshi ’25.

Many of the students, accompanied by Princeton police, then marched to the Princeton University campus, where they joined protestors at the Gaza Solidarity Encampment in creating art, enjoying food, and performing chants.

The PHS walkout joins a nationwide movement of student protesters demanding that their colleges divest, or break financial ties, from Israel. Many protestors also call on their universities to demand a ceasefire in Gaza, reaffirm students’ right to protest, and disclose how their endowments are invested. While some colleges have dispersed protestors’ on-campus encampments through negotiations, others, such as Columbia University and UCLA, have utilized law enforcement. Princeton University’s encampment dispersed in mid-May after the university both held negotiations and made several arrests.

The main organizers of the walkout, Qureshi and Zia Hughes ’26, spread information to fellow PHS students through word of mouth, social media, and flyers.

“When we started the walkout,” said Qureshi, “We made it very clear what our intentions were, which is, and it was written on our [flyers] as well, that we are students of peace and are students for justice.”

The PHS administration affirmed the student protestors’ rights to free expression. They noted that the student protestors largely followed school regulations, including signing out from the Main Office before leaving the campus. An email to parents from Principal Cecilia Birge and Acting Superintendent Dr. Kathie Foster described the protest as “respectful” and “orderly.” However, Birge raised several concerns, including the flyers posted in the hallway.

“The walkout on May 9 was not authorized by the school. Therefore, our responsibility was to [safeguard] students’ First Amendment rights and [ensure] compliance with school regulations,” said Birge. “In this regard, all flyers and posters in our building must receive approval from [Diana Lygas] before being displayed on hallway walls. We removed all posters that had not obtained [Lygas]’ authorization immediately after they were put up.”

Cooper Jacknow ’26 and Jacob Rotenberg ’27, members of the PHS Jewish Club, commented on a chant from protestors that they characterized as antisemitic.

“[At] the May 9 walkout, people were chanting things that I think are anti-semitic,” said Rotenberg. “I’m sure they don’t mean it … If they do, then that’s [a] problem, and we’re glad to help educate them and show why it’s wrong.”

Jacknow and Rotenberg emphasized that the act of protest and walkout itself was an acceptable expression of freedom of speech. However, they criticized the act of chanting within the building for distracting students. The two specifically took issue with one of the student protestors’ chants: “From the river to the sea, Palestine will be free.”

“When [the student protestors] say ‘from the river to the sea, Palestine will be free’ they’re saying from the Jordan River to the Mediterranean Sea … but the only thing in between the river and the sea is Israel. And Israel is the Jewish [state], so it feels very targeted when they say [it],” Rotenberg said.

The walkout’s organizers reject the idea that this chant was antisemitic. They instead view it as a call for peace in the contested region, removal of Israeli occupation of the West Bank, and nonviolent coexistence between the Palestinian and Israeli peoples.

“Before Israel was created, the land of [historic] Palestine was from the Jordan River to the Mediterranean Sea. [But]... the Israeli government prevents Palestinians from living freely throughout that land, their historic land. [The chant] in no way calls for the oppression of anyone and simply calls for the abolishment of [restrictions],” Hughes said.

In the United States, incidents of both islamophobia and antisemitism have vastly increased after the violence of October 7. According to the Council on American-Islamic Relations, there was a 178 percent rise in reports of Muslim hate incidents in the months following the October 7 attacks. The Anti-Defamation League reported a 361 percent increase in antisemitic incidents compared to the year prior.

In May, the Jewish Club put up posters throughout the school both in celebration of Jewish Heritage Month and to counter rising antisemitism. Birge similarly noted the administration’s efforts to combat hate.

“Fostering a hate-free environment within our school is about ensuring a safe and inclusive space for every student. To achieve this, we prioritize educational programs that promote intercultural understanding, diversity, and empathy,” Birge said.

On May 3, PHS held its annual Holocaust Assembly provided by 3GNY, an organization that runs workshops designed to provide students with an opportunity for deeper dialogues in smaller environments under the guidance of teachers.

“Our goal is to introduce this workshop to our students next year,” said Birge. “We are also actively seeking opportunities to organize a forum involving Muslim leaders from the community, along with engaging in joint interfaith dialogues.”

Birge also emphasized the role of the counseling department in helping students to develop emotional resilience.

“Our counseling department plays a pivotal role in addressing sensitive subjects,” said Birge. “Some students may feel fearful or anxious when they experience [or] witness conflicts. These are natural physical responses to traumatic circumstances. Our counselors are equipped with the necessary training to assist students in navigating and processing these emotions.”

PHS Counselor Rebecca McEvoy wrote that, in addition to speaking with their guidance counselors and trusted adults within PHS, students are encouraged to seek support from religious organizations and find community through activism. McEvoy emphasized that effectively addressing the difficult situation can help strengthen the PHS community.

“Some key lessons that we can learn from this crisis are the importance of empathy and understanding, providing safe spaces for open dialogue, fostering community through inclusive practices, and continuing to educate students and faculty about the impact of bias and prejudice,” said McEvoy. “Through curriculum development, professional development, community partnerships and student leadership, many of these lessons can be addressed in our schools.”

In the classroom, history teachers Elizabeth Taylor and Katie Dineen have led lessons about the Israel-Hamas conflict in a way that allows for greater understanding. However, both are careful not to provide students with opinions on specific situations, and focus instead on presenting historical context and critical thinking skills so students can form their own conclusions.

“[In my Sociology class], my goal was to give [students] some time and space to consider what the world and the nation and the PHS community is experiencing. I asked them to apply different theories of conflict and prejudice that we had studied earlier in the year to the situation,” Taylor said.

Birge also underscored the need for dialogue to establish critical thinking as a way to promote acceptance.

“[Critical thinking] is not solely about criticizing opposing views … Instead, it is about understanding different perspectives, developing empathy, and building connections among individuals,” said Birge. “[It] guides us as we engage in civic discussions and make informed decisions.”