Social Studies Teachers’ Views on Coping Strategies for Historical Trauma

Historical trauma experienced during the teaching of social studies can create significant emotional and pedagogical challenges for both teachers and students. This study aims to investigate the strategies that social studies teachers use to cope with students’ emotional reactions when teaching about historical traumatic events, as well as their preferred teaching methods and professional support needs. The research was conducted with 25 social studies teachers working at lower-secondary (middle) schools in the central district of Malatya, Türkiye, using a phenomenological qualitative approach. Data were collected through semi-structured interviews and analyzed via content analysis. The findings reveal that teachers employ strategies such as fostering open communication, building empathy, and creating a supportive classroom environment to help students cope with emotionally charged historical content. Storytelling, the use of real-life examples, visual materials, and drama activities are among the most prominent methods reported. Teachers also adapt their language to be age-appropriate and tend to avoid graphic or potentially traumatic details. The study further highlights teachers’ expressed need for in-service training, psychological support, and access to expert guidance when teaching sensitive historical topics. These results underscore the importance of equipping social studies teachers with appropriate coping and teaching strategies to support students’ historical awareness and emotional well-being.