A new survey of Long Island residents is drawing attention for what it suggests about public attitudes toward Holocaust education, particularly in a region closely tied to New York City’s cultural and historical institutions.
The poll, conducted by McLaughlin Associates, surveyed approximately 400 residents across Nassau and Suffolk counties. Among the findings, nearly one-third of respondents said they do not believe the Holocaust should be a mandatory subject in public school curricula.
Some in that group also expressed the view that Jewish people should “move on,” a response that has prompted strong reactions from educators and community figures.
Another data point raised concern: about 15% of respondents either said the Holocaust has been “exaggerated” or declined to answer the question. While the poll does not break down motivations behind those responses, the numbers have been cited by those involved in the study as evidence of gaps in historical understanding.
The timing of the survey’s release coincided with the anniversary of the liberation of the Buchenwald concentration camp, adding context to the reaction it received. Steven Krieger, a real estate developer who helped fund the survey, described the results as a signal that more awareness is needed, arguing that misunderstanding or indifference toward historical events carries broader risks.
Educators responded more directly to the findings. Gloria Sesso, president of the Long Island Council for Social Studies, described the results as difficult to accept, particularly the suggestion that the subject no longer warrants emphasis in schools. She characterized the idea as irresponsible and said the data should prompt renewed focus on how the topic is taught.
The survey lands amid ongoing reporting about antisemitic incidents in New York. Data from the New York Police Department shows that a majority of reported hate crimes in recent months have targeted Jewish individuals or communities, despite Jews representing a smaller share of the population. That context has sharpened concern about how historical knowledge, or the lack of it, may intersect with present-day behavior.
McLaughlin Associates has not publicly expanded on the methodology beyond the basic sample description, and further details about question wording or response breakdowns have not been widely released.
Even so, the topline findings have already entered public debate, particularly among educators and community leaders assessing how history is being understood—and taught—at the local level.
