Best Practice

Effective Holocaust education

Languages and humanities
Evidence shows just how difficult it is to teach the Holocaust effectively. Paul Salmons and Stuart Foster explain why a research-informed approach will help students to tackle the profound questions that this traumatic subject raises.

New research from UCL’s Institute of Education (IoE) Centre for Holocaust Education indicates that much of what is “known” about the Holocaust is actually myth, distortion and oversimplification.

For example, significant findings are now emerging from our extensive survey of 11 to 18-year-olds and our group interviews in schools across England (the world’s largest study of young people’s thinking about the Holocaust, involving some 9,500 secondary school students).

Combined with our earlier (2009) national study into teachers’ thinking and practice, it is clear that students and teachers alike consider the study of the Holocaust to be a vital part of the school curriculum. 

Register now, read forever

Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.

What's included:

  • Unlimited access to news, best practice articles and podcast

  • New content and e-bulletins delivered straight to your inbox every Monday and Thursday


Already have an account? Sign in here