Tales From the Vienna Woods

A Viennese schoolteacher here tells her countrymen of the extraordinary difficulties that she, and other teachers in the public schools, now endure because of the presence of so many Muslim students: “Vienna teacher warns of a path toward apartheid: ‘They view us as infidels,'” translated from “Wiener Lehrerin warnt vor einem Weg in die Apartheid: „Sie sehen uns als Ungläubige,“” Tichys Einblick, September 6, 2026 (thanks to Medforth):

The parents of her Muslim students view their new home as a “hostile Christian country” and regard Christians as “infidels,” preferring to stay within “their own” neighborhoods—Susanne Wiesinger, a well-known Vienna teacher, speaks openly about current negative trends resulting from uncontrolled immigration.

In the *Kleine Zeitung* newspaper, Vienna teacher and author Susanne Wiesinger describes a daily school routine where learning to read, write, and do arithmetic is often overshadowed by major conflicts. Her diagnosis: anyone who continues to downplay integration problems at schools in “problem areas” is steering toward segregated neighborhoods—toward a form of “self-imposed apartheid” that no one wants.

“Nobody wants” that “self-imposed apartheid”? But that’s nonsense, Ms Wiesinger. You’ve just said it yourself: that’s exactly what the Muslims want, neighborhoods for Muslims only.

Susanne Wiesinger sparked a wide-ranging and emotionally charged debate back in 2018 with her book *Kulturkampf im Klassenzimmer* (Culture War in the Classroom); she later served as an ombudswoman for values-related issues at the Ministry of Education. She now teaches at a primary school near Reumannplatz in Vienna’s Favoriten district: according to her, out of 250 children, only eight do not have a migration background. In her new book, *Gebt unseren Kindern eine Chance!* (Give Our Children a Chance!), she writes that in 2018 she believed things could hardly get any worse. Today, her verdict is: “I was wrong.”

Yes, she was. Who does she mean when she writes about “our children” who need to be given a chance? It is the non-Muslim children enrolled in the schools of Vienna, of Austria itself, who deserve to be able to learn without Muslim classmates who bully them, and disrupt classrooms so that teachers must spend much of the time defusing fights rather than teaching. And the foreign children, overwhelmingly Muslim, will always refuse to integrate into the larger society that Infidels have fashioned. Why would those who are told in the Qur’an that they are the “best of peoples” choose to accept the rules and values of the Infidels, who are “the most vile of created beings”? What “chance” should they be given? To cause more mayhem in a country that welcomed them.

To illustrate the current situation in Vienna’s schools, the teacher offers an example: when first-graders were given math cubes, many did not know what to do with them. They swiped their fingers across the box—as if using a smartphone—and waited. In the past, Wiesinger notes, children would have immediately emptied out the cubes and started playing. The contrast is shocking. At the same time, according to her account, up to 70 percent of class time is lost to defusing conflicts. Even a bump against a pencil case or a mere glance can spark an argument. Added to this are clashes between ethnic groups—conflicts carried into the school from their families and communities.

The Muslim children are always ready for a fight, with each other and with non-Muslim classmates. Someone knocks a Muslim child’s trousse or looks at him in a way he doesn’t like, and the screams and pushes and flailing punches begin. Teaching comes to a halt, as the teacher must repeatedly intervene to stop the mayhem.

Muslim societies are much more violent than those of the Infidels. And so are Muslim families. And Muslim children. It’s not surprising, given that the Qur’an and the hadith are full of violence — warfare against Muslims of another sect, warfare against non-Muslims, triumphant tales of the killings of helpless Jews (the 600-900 bound prisoners of the Banu Qurayza, the farmers in the Khaybar oasis), instructions to “strike at the necks” of Infidels when you meet them, the assassination of three people — Asma bint Marwan, Abu ‘Afak, Ka’b bin al-Ashraf — who had mocked Muhammad, by his followers carrying out his express wishes (“Who will rid me of these people?”), one victim at a time. Violence is such an important part of Islam. Why wouldn’t young Muslims resort to violence in the classrooms, against both non-Muslims and other Muslims? And why should Muslim students obey a non-Muslim teacher? No wonder there is such mayhem in these Muslim-populated schools where the teachers end up spending much of their time merely trying to keep the peace in the classroom.