In the realm of social studies education, the challenge of effectively teaching difficult and traumatic historical subjects has long been acknowledged but remains insufficiently addressed in teacher preparation programs. A groundbreaking study emerging from the University of Kansas casts critical light on the practices of pre-service social studies teachers as they navigate the complex task of teaching about the Holocaust, specifically through the lens of Elie Wiesel’s seminal memoir, Night. This research exposes the inconsistencies and insecurities novice educators face, highlighting an urgent need for structured training and practical preparation in trauma-sensitive history instruction.
The Holocaust, as a topic, presents multifaceted challenges for educators, combining the imperative to convey factual historical understanding with the sensitivity required to address the trauma embedded in personal testimonies. The University of Kansas study, spearheaded by Assistant Professor Anna Yonas from the School of Education & Human Sciences, investigated how four pre-service social studies teachers designed and delivered lessons centered on Night in a controlled simulation environment. This simulated setting, utilizing advanced mixed-reality technology developed by KU’s Flexible Learning through Innovations in Technology & Education Center, created a low-stakes space for teachers to practice and reflect on their pedagogical approaches.
Crucially, the study revealed a pronounced reliance among these novice teachers on their own historical recollections, often drawing from fragmented or outdated personal educational experiences rather than from comprehensive training or evidence-based instructional strategies. This reliance underscores a significant gap in teacher education: the absence of guided preparation for trauma-informed teaching that equips educators with both substantive knowledge and the skills to navigate sensitive classroom dynamics. The pre-service teachers demonstrated an inconsistent application of historical source analysis, resulting in lessons that varied greatly in both depth and perspective, with some failing to adequately convey the experiences of Jewish victims of the Holocaust.
The research methodology centered on an observational framework, where each participant was tasked with planning and conducting a lesson on Night before a mixed-reality audience of simulated students. The lessons varied markedly, with some educators focusing on broader historical contexts such as the history of antisemitism, while others omitted critical components, including any mention of Jewish individuals altogether. These disparities highlighted the uneven preparedness of these teachers, despite their shared baseline of knowledge and educational background.
Perhaps most striking was the psychological barrier expressed by the participants. Several reported anxiety about potential classroom incidents, notably a fear of encountering antisemitic remarks and uncertainty about how to respond appropriately. This emotional response to the subject matter illuminates a rarely discussed aspect of teacher readiness: the management of personal discomfort and the navigation of classroom conflict when engaging with sensitive historical content. The teachers acknowledged their lack of prior training in trauma history instruction, which compounds difficulties in fostering an inclusive, respectful, and critically engaged learning environment.
Beyond these challenges, the study offered a hopeful indication that practice in a simulated environment can bolster teacher confidence. All four educators reported increased assurance in their capacity to manage difficult subject matter after participating in the mixed-reality practice sessions. This finding is significant, suggesting experiential learning, even in artificial contexts, can empower novice teachers and sharpen their instructional approaches. It reinforces the notion that repetition and rehearsal in safe settings are invaluable for developing pedagogical competence and emotional readiness.
Further analysis of the lessons revealed that without specific training, pre-service teachers tended to default to a teacher-centered narrative, inadvertently minimizing student engagement and discussion. This inclination runs counter to contemporary educational paradigms emphasizing dialogue, critical thinking, and student-centered learning, particularly vital in the examination of traumatic histories where multiple perspectives and emotional processing are integral to comprehension.
The implications of this research extend beyond individual classrooms into broader systemic considerations. Yonas points to a growing number of states mandating genocide education without providing clear guidelines on how educators should approach this complex subject. This policy-education gap risks leaving teachers underprepared and students inconsistently served, an issue the study underscores as needing urgent redress through curriculum reform and enhanced teacher training programs.
The study’s innovative use of mixed-reality simulation technology represents a pioneering intersection of educational technology and social studies pedagogy. This approach offers replicable models for low-stakes, immersive practice environments wherein teachers can experiment with instructional strategies, receive feedback, and build resilience before confronting the unpredictabilities of real classrooms. Such tools hold promise for scalable, effective interventions in teacher preparation that can be adapted across content areas.
Looking ahead, Yonas’s ongoing research aims to expand understanding of how novice social studies teachers conduct lessons on traumatic history topics both prior to and following such practice interventions. The findings thus far advocate for the institutionalization of trauma-focused instructional training and practical rehearsal opportunities within teacher education curricula, offering a roadmap to better prepare educators navigating challenging content.
In sum, the University of Kansas study spotlights the complex interplay of knowledge, emotion, and pedagogy in teaching about the Holocaust. It reveals critical deficiencies in current teacher preparation, while also illuminating pathways to improvement through simulation-based practice and trauma-informed pedagogy training. As education systems strive to address historical atrocities with the nuance and care they demand, this research underscores a fundamental truth: teaching history is not merely about knowledge transmission but also about cultivating empathy, resilience, and critical consciousness — capacities that must be nurtured in future educators before they enter the classroom.
Subject of Research: People
Article Title: “Are We Really Teaching Them How to Do Better?” Pre-Service Teachers Practice Teaching a Holocaust Survivor’s Testimony
News Publication Date: 9-Apr-2025
Web References: https://www.tandfonline.com/doi/full/10.1080/00377996.2025.2485328
References: 10.1080/00377996.2025.2485328
Keywords: Social sciences, Education, Education technology, Educational assessment, Educational methods, Students, High school students, Education policy, Curriculum reform, Hands on learning
