The riskiness of Gaza in the classroom: the experiences of UK teachers during an unfolding human rights crisis

In October 2023, Israel invaded Gaza after an attack by Hamas, the repercussions of which reached classrooms across the world. This paper reports on a study conducted in May-July 2024 with secondary school teachers in the United Kingdom through a qualitative survey and interviews. The findings highlight that teachers often construct the discussion of Gaza as risky, and face barriers including expectations of neutrality; concerns surrounding knowledge; and varying institutional approaches, including explicit bans leading to ‘directive avoidance’. I argue that using a human rights framework and viewing the situation in Gaza as a human rights issue can shift what is often felt as individual problems and personal risk-management to a shared, principled approach. Even what might be considered modest engagement with human rights values, such as through cultural events or fundraising, can be viewed as radical in a context where any form of action can be considered contentious.