Teaching for Complexity: Teaching the British Empire and Its Legacies in English Secondary Schools

Drawing on a national research strategy, this paper explores how the British Empire is taught and understood in English secondary schools. While the topic is present in curricula, teaching that supports its inherent complexity — including legacies related to race and migration — remains uneven and constrained. Political sensitivities, curricular narrowness and limited professional development leave many teachers navigating these histories without sufficient support. The paper shares key findings from the project’s strategy report, highlighting principles for a more critically reflective imperial history education, alongside recommendations to support teachers. It also considers how these insights speak to shared dilemmas across national contexts.