Distance Learning Must Be Accessible to All Students
- ACRI
- Mar 11
- 2 min read
Against the backdrop of the ongoing hostilities with Iran, the absence of in‑person schooling, and the gaps between the ability of different student populations to participate in online learning, ACRI submitted an appeal to the Director‑General of the Ministry of Education and the Director‑General of the Ministry of Communications. In the appeal, Attorney Tal Hassin noted that the transition to remote learning once again revealed that the education system is not prepared to provide accessible and equitable online education to all students. This was clear as reports emerged of system failures, overloads, and students who were unable to participate in classes due to the lack of computers, tablets, or a stable internet connection.
Attorney Hassin emphasized that digital gaps are particularly harmful to students who already experience neglect and inequality: students from Arab society, the Negev, unrecognized villages, East Jerusalem, and economically disadvantaged families. The result is the widening of the gaps between the center of Israel and the periphery and between Jewish and Arab students. There is also harm to the right to an education, equality, and dignity, and damage to students’ mental well‑being when they remain disconnected from teachers, peers, and the supportive framework provided by school. She pointed to the ongoing failure of the Ministry of Education to prepare for remote learning, even after COVID‑19 and the years of war, as well as numerous warnings, reports, and discussions about this issue over the years.
In the appeal, ACRI demanded that the Ministries of Education and Communications guarantee access to online learning for all students, to be accomplished by:
Distributing computers and tablets to every student who needs them;
Developing infrastructure for internet connectivity, especially in the periphery, Arab communities, and unrecognized villages in the Negev;
Establishing programs for students who were unable to participate in remote learning so that they can catch up to their peers;
Promptly publishing special dates and accommodations for matriculation exams, scheduled to begin in April 2026, for students affected by the situation;
Collecting and publishing complete and up‑to‑date information on the scope of the issues, and formulating a multi‑year plan to guarantee effective access to digital learning for all students, both routinely and during emergencies.
ACRI's appeal, March 10, 2026 (Heb)
