It is generally agreed that one of the prime reasons for teaching History is to gain insights into past decisions, their consequences, and the circumstances that shaped them. Learning from history enables us to understand patterns, avoid repeating mistakes, and make informed choices that help to shape a better future.

History is storytelling, and throughout history, those with power have told the stories. But if history is viewed through a narrow – or even a prejudiced – lens, it can hinder our understanding of the past and even contribute to a collective whitewashing of less savoury events. It is, therefore, every teacher’s responsibility to ensure that their pupils have a fully rounded overview of the past; however, with this responsibility comes challenging decisions, particularly at a time when education professionals may be fearful of saying the wrong thing and causing offence.

So, what can teachers and school leaders do to evaluate and improve how they handle sensitivities in primary history?

Why is it important to address sensitive issues in primary History?

Avoiding challenging themes in History, such as enslavement, poverty or discrimination, can hinder children’s understanding of the past – and may even impart a skewed perception that is riddled with historical inaccuracies and misconceptions. By addressing sensitivities, teachers can cultivate a culture of empathy and critical thinking and a deeper appreciation of the complexities of history and humanity.

Addressing sensitivities in primary History will enable schools to:

• Promote understanding: Addressing sensitive issues in primary History fosters a deeper understanding of the complexities of society and the diverse lived experiences of people in the past.
• Cultivate empathy: Exposing children to different perspectives and experiences helps to nurture compassion and tolerance, which is reflected in their approach to modern-day issues.
• Avoid misconceptions: Discussing sensitivities helps to dispel stereotypes or misconceptions by presenting a more balanced and accurate portrayal of historical events.
• Develop citizenship: By discussing challenging issues, children are empowered to engage thoughtfully in society, making informed decisions based on lessons from the past.
• Encourage critical thinking: Challenging their existing mindset – and, potentially, their biases, both conscious and unconscious – supports children’s critical thinking and helps them to analyse different viewpoints based on evidence.
• Create an inclusive learning environment: Historical sensitivities foster the creation of inclusive classrooms that acknowledge and respect a range of backgrounds and experiences.
• Empower learners: A positive approach to overcoming the challenge of sensitivities helps children to confront challenging topics, promoting resilience and the ability to navigate difficult conversations with respect.

What sensitivities might teachers face?

• Gender and racial sensitivities

Navigating gender, racial and ethnic sensitivities involves presenting diverse historical narratives, ensuring representation of contributions and struggles of women, Black individuals and a range of ethnic groups without reinforcing stereotypes.

• Socioeconomic sensitivities

Teaching about disparities between rich and poor requires sensitivity to avoid perpetuating stereotypes and instead emphasise economic structures and social issues throughout history.

• Mental health and wellbeing

While primary History might not directly address mental health, discussing historical events can inadvertently touch on challenging emotions. Teachers must create a safe space for discussion while being mindful of potential emotional triggers.

• Neuro and physical diversity

When teaching History, it’s vital to recognise and include the experiences of individuals who are neurodivergent and/or have physical impairments. This includes acknowledging historical figures who had disabilities, discussing the treatment and perception of disability throughout history, and how these perspectives have evolved. It’s also important to address the achievements and contributions of individuals with disabilities to avoid a narrative that focuses solely on limitations or challenges.

• Religious sensitivities

Teaching about world religions requires sensitivity and accuracy. Teachers need to present information without bias and in a way that respects various religious beliefs.

• Language and terminology

Certain historical terms or language might carry sensitive connotations, so teachers should be aware of how terminology changes and be cautious about using respectful and appropriate language. Where a word must be used, it should be set in the context of its own time, pointing out – if necessary – that it should not be used in everyday language.

• Intersectionality

Teaching History with an intersectional approach promotes a more inclusive and accurate perception of the past. It does this primarily by acknowledging how individuals’ identities and experiences are influenced by factors such as race, gender, class, disability and religion and how these work in combination with each other. For example, the lived experience of a Muslim woman may differ from the lived experience of a White man. Through the lens of intersectionality, a fuller understanding of the breadth and complexity of individuals and experiences can be appreciated.

What is unconscious bias and what is its effect?

Unconscious bias refers to implicit attitudes or stereotypes that, unknown to us, affect our perceptions and decisions. The teaching of primary History can manifest as unintentional favouritism towards certain historical figures, events or perspectives, often due to social conditioning. Teachers who were educated under curriculums that may not have fully represented diverse perspectives can inadvertently continue these biases in their teaching. This bias can limit the breadth of historical narratives presented to pupils, potentially excluding diverse viewpoints, highlighting the importance of continuous professional development and curriculum review to ensure a more balanced and inclusive approach to History education.

Unconscious bias may reinforce stereotypes, lead to marginalised histories being omitted, or misrepresent historical events – all of which impact pupils’ understanding of the past. Acknowledging and addressing unconscious bias in teaching History is crucial to fostering inclusive education, ensuring a comprehensive portrayal of historical events and promoting critical thinking among pupils. Teachers must be aware of their unconscious biases to ensure a fair and balanced presentation of historical events through self-reflection, education, and a willingness to embrace a range of different perspectives.

What is the value of emotional engagement?

Emotional engagement in primary History cultivates empathy by connecting pupils with different historical perspectives. Fostering personal connections with historical figures and events:

• encourages critical thinking and challenges unconscious biases
• allows children to ‘sense’ the human experiences behind historical narratives
• empowers pupils to explore varied viewpoints and develop a deeper understanding of the world and people around them
• promotes inclusivity by dismantling biases through empathy-driven learning.

Teaching about sensitive issues is most effective when they are tangible for pupils, so they can experience some of the feelings of the people involved. Instead of viewing history as interested – and potentially biased – observers from the twenty-first century, children should be provided with opportunities to consider issues from different perspectives, particularly where personal dilemmas or challenges are involved.

For example, exploring the story of the Kindertransport during World War II can be an emotionally engaging opportunity for pupils:

1. Personal testimonies: Introduce real-life accounts of children who were part of the Kindertransport, sharing their experiences of leaving their families to escape persecution and seek sanctuary in the UK. Reading their letters or watching interviews can evoke empathy and understanding.
2. Letters or diaries: Providing excerpts from the letters or diaries of children who arrived in Britain, expressing their feelings of hope, fear, and uncertainty upon arrival, helps children to connect emotionally to the event.
3. Artefacts: Displaying or discussing items carried by the children during their journey, such as small suitcases or treasured belongings, allows pupils to understand the emotional challenge of leaving everything behind.
4. Role play: Involving pupils in role-playing activities, in which they take on the roles of the Kindertransport children, enables them to experience some of the emotions and decisions faced during this turbulent period in British history.

Having engaged with historical characters on an emotional level, pupils are more likely to display greater empathy and open-mindedness which, in turn, will erode unconscious biases and encourage them to apply deeper critical thinking based on evidence rather than superficial judgements. It is always important to ask, ‘How do you think this person was feeling at this time? How do you know? How might you feel if you were there?’ These questions allow for a deeper personal connection to history and its storytelling.

Good practice for teaching sensitive issues

So, what actions can schools take to improve the teaching of sensitive issues?

• Go global

Teaching about sensitive or controversial issues should not be isolated to a specific topic or year group but embedded throughout the primary History curriculum. It is best adopted into your school’s History policy with clear links to developing British values, with a clearly explained rationale that promotes individuals’ identity and personal values.

• Contextualise

Independent historical enquiries are an effective vehicle for teaching sensitive issues within a secure historical framework. Enquiries should be based upon a single question that enables children to explore different perceptions and angles rather than focusing on an event or person through a narrow lens. For example, pupils could be asked How did Florence Nightingale help people when they were sick? (KS1) or What opposition did Lily Parr face as a female footballer? (KS2).

• Give it time

Historical enquiries take time to complete, so it is important not to rush to a conclusion that skirts over the critical issues and prevents pupils from having the time to consider difficult questions in sufficient detail. Where there are many interpretations or contrasting viewpoints to take into account, it is vital that pupils have the time to study these in detail to gain a holistic understanding of the issues in question.

• Invest in resources

Resources should be varied to enable pupils to take an open-minded approach to historical enquiry. They should not be limited to a narrow selection that portrays the past in a one-sided way – this would anticipate the outcomes of the enquiry as children would not be able to form balanced judgements. High-quality resources, including artefacts from the school and local community, also improve emotional engagement, which is critical to eroding unconscious biases. 

• Consider your own setting

Consideration should also be given to the individual school context, as pupils are likely to have different attitudes towards sensitive issues and unconscious biases. Teachers need to be careful not to unintentionally alienate certain groups of pupils, which is more likely in schools with a rich variety of ethnicities. In some more homogeneous settings, children may have had less exposure to social, religious, and cultural identity matters. Therefore, a balanced approach that involves multiple viewpoints and experiences will yield more opportunities for children to explore the nuances of history and draw reasoned conclusions.

• Consider your own positionality

It is important that, as teachers, we can understand our own position in history and how that positioning affects our biases, both conscious and unconscious. For example, the lived experience of a Black woman will be different from that of a White man. We don’t always get it right, we are all part of a journey of inclusivity together, and we are continually developing our understanding of what is and is not appropriate in regard to the use of language and perspectives.

In summary, teaching sensitivities in primary History is essential to nurturing a respectful understanding of a range of cultures, events and perspectives, particularly from marginalised voices. It cultivates empathy, critical thinking and an inclusive environment, equipping young historians with the ability to understand the complexities of the past while fostering a more compassionate and informed society today.