Abstract: Continuity and Change: Ten Years of Teaching and Learning about the Holocaust in England’s secondary schools, published in 2023, explores the development of Holocaust education in the decade following the Centre’s landmark 2009 study Teaching about the Holocaust in English Secondary Schools: An empirical study of national trends, perspectives and practice
The Continuity and Change study examines teachers’ aims, definitions, content, pedagogy, assessment, knowledge, understanding, curriculum planning, challenges encountered and training experiences in 2019/20 and explores how this compares with the situation in 2009. Like its counterpart in 2009, the Continuity and Change study took a mixed methods approach. In total, 1,077 teachers from across England completed a comprehensive survey with 964 of them reporting they had taught about the Holocaust during the previous three years. Interviews were conducted with a subsample of survey respondents to discuss their teaching practice in greater depth. In total, 134 teachers from 45 schools across England took part in either small group or individual interviews.
Abstract: This research was commissioned by The Pears Foundation and the Department for Children,
Schools and Families (DCSF). The aims were to examine when, where, how and why the
Holocaust is taught in state-maintained secondary schools in England, and to inform the
design and delivery of a continuing professional development (CPD) programme for teachers
who teach about the Holocaust. A two-phase mixed methodology was employed. This
comprised an online survey which was completed by 2,108 respondents and follow-up
interviews with 68 teachers in 24 different schools throughout England.
The research reveals that teachers adopt a diverse set of approaches to this challenging and
complex subject. In the report, teachers’ perceptions, perspectives and practice are presented
and a range of challenges and issues encountered by teachers across the country are explicitly
identified. The research shows that, although most teachers believe that it is important to
teach about the Holocaust, very few have received specialist professional development in this
area. It also shows that many teachers find it a difficult and complicated subject to teach, and
that they both want and need support to better equip them to teach about the Holocaust
effectively.
The report is the largest endeavour of its kind in the UK in both scope and scale. The authors
hope it will be of considerable value to all those concerned with the advancement and
understanding of Holocaust education both in the UK and internationally
