Explained: Why Holocaust education matters more than ever, and how schools can lead the way
Why Holocaust education matters more than ever, and how schools can lead the way is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
The Holocaust Memorial Day Trust has reported a stark fall in schools marking Holocaust Memorial Day. In 2023, around 2,000 secondary schools marked the day, but by 2025 that number had dropped to just 845.
Key details from the report
- This comes at a time of heightened concern about rising antisemitism, illustrated by the recent controversy over a Jewish MP’s planned visit to a Bristol school.
- In response, the secretary of state for education has announced a review into antisemitism in schools and whether teachers feel equipped with the support, resources and confidence they need to tackle this.
- This is both welcome and necessary at a moment of profound urgency for Holocaust education.
- The final survivors are passing away.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
