Exploring the lived experiences of history teachers, promoting multiperspectivity in a post-conflict society, within diverse classrooms

Findings demonstrate that teachers’ own formative experiences inform their approach to contested histories. Findings also explored the participants described experience of challenging inherited narratives and fostering acceptance and inclusion, within the constraints of curricula and wider systemic challenges. The study highlights a notable lack of engagement between educational psychology services and subject-specific teachers, despite the latter’s need for support, systemic insight, and training in trauma-informed practices.

This research contributes to the limited empirical literature on post conflict history education by providing a nuanced understanding of teacher identity, classroom diversity, and systemic barriers in promoting multiperspectivity. It further positions educational psychologists as key agents in supporting inclusive, emotionally literate, and socially responsive pedagogy. The findings carry significant implications for policy, teacher training, and interdisciplinary collaboration in the wake of the Integrated Education Act (2022), offering a timely and contextually grounded framework for educational reform in Northern Ireland and other post-conflict settings.<br><br><i>Thesis is embargoed until 31 December 2027.</i>