Challenges of teaching and learning about the Holocaust in times of heightened tensions and conflict

This qualitative study investigates how secondary teachers in Scotland approached Teaching and Learning about the Holocaust (TLH) within the curriculum and the challenges they experience during the period May- September 2024. Using a focus group approach 13 teachers were asked questions about challenges they faced when delivering TLH. This included questions about impact of the conflict in the Middle East between Israel and Hamas. The responses were analysed using thematic analysis. Teachers discussed challenges with navigating difficult conversations around the conflict in the Middle East in the context to TLH. More broadly, whilst teachers were struggling for resources, in terms of finance and time there was still determination to deliver TLH to a high standard. In addition, teachers reported that they were trying to actively develop antisemitism education within their delivery of TLH. This paper therefore argues that TLH is more important than ever in its role supporting acceptance and inclusion and that there should be no “no go” areas for TLH. Findings of this research has implications for other Scottish schools, as well as organisations in other countries that are currently engaging in TLH or would like to develop TLH in the future and schools that want to develop antisemitism education in their programme and the impact of delivery in the current climate.