It鈥檚 positive news that through its curriculum and assessment review, the government has confirmed learning about the Holocaust will remain a mandatory part of children鈥檚 education in the UK. However, the question about where in the this will sit is yet to be answered. The Department for Education is shortly due to publish updated programmes of study written by subject experts, which will provide much-needed clarity on how Holocaust education should be taught across the curriculum. These new guidelines have the potential to embed Holocaust learning in multiple subjects, ensuring that students not only learn about the historical facts but also engage critically with its ethical, social, and cultural implications. By taking a creative, cross-disciplinary approach, schools will be better equipped to teach the Holocaust in a way that is accurate, meaningful and deeply relevant to young people today. Previously, Holocaust education has sat in the key stage 3 history curriculum and teachers have had freedom to decide how to teach the subject. Strangely for something important enough for the government to say every child must learn about it, no guidance has been provided on why, or how, they should be taught about it. Holocaust education is now at a pivotal point, as there are only a handful of survivors left able to provide direct and impactful testimonies for young people. Coupled with threats from increasing online and AI distortion and denial, the memory of the Holocaust has become even more fragile and how it is taught to young people going forward merits serious consideration. A thread through subjects What makes this even more complex is that different experts in Holocaust education have differing views on how it should be taught. Some feel the Holocaust is too terrible and too immense to learn lessons from, and that the facts of it should simply be observed and preserved. Others believe the best way to honour the legacy of Holocaust victims and survivors is to commit to a 鈥渘ever again鈥� mindset and therefore proactively seek to learn as many lessons from the Holocaust as possible. For the first group, keeping the Holocaust contained within the history curriculum will make sense. However, I think the Holocaust can and should resonate across a multitude of disciplines to enable the richest learning through empathy. I have seen firsthand how much young people benefit from examining the Holocaust through the lens of survivor testimony. And while it鈥檚 logical for the core facts of the Holocaust to be taught in history lessons, it also feels undeniable that examining it from philosophical and religious viewpoints has value. Studying the Holocaust from these perspectives would provide ample opportunity for young people to sharpen their critical thinking skills. Despite becoming more distant, the Holocaust can also teach young people a lot about issues facing them today, from how misinformation can spread to how to ensure you engage with trusted media outlets. So for me, the logical move would be for Holocaust education to run as a thread through numerous subjects in the national curriculum. First the facts should be taught in history. Then the personal horrors of victims and survivors explored through philosophy, religious studies or citizenship lessons. Powerful vehicle Practical matters on media literacy can be part of the English curriculum. Then finally young people can take everything they have learned and process it through a creative project in art, music or dance. Often, young people (and adults for that matter) simply can鈥檛 find the words to describe their reaction to the Holocaust. The arts provide a powerful vehicle to express a personal reaction to the unimaginable. This would truly mean young people would receive a holistic education on the Holocaust that allowed them to learn about and learn from it, while also providing them with a way to process it. If we consign the Holocaust to the history books alone then we can鈥檛 be surprised if the memory of it starts to diminish – and worse becomes subject to distortion. At a time when anti-Jewish sentiment is rising globally, it鈥檚 not really enough to just tell young people that the Holocaust happened. We need to explain the circumstances leading up to it happening and, to do that, it needs to be taught in a multifaceted way that dives into the very foundations of humanity and society. Threading it through all the relevant subjects it touches on within the curriculum would do just that.