To Örebro University

The purpose of the study is to contribute knowledge about the pedagogical dilemma that arises in the dynamic between teachers' experiences of teaching about war and their approaches to managing the concerns that this teaching may provoke among students. Using a qualitative research approach based on interviews, this study explores, describes and interpret how teachers approach 1) teaching about war, 2) managing students’ concerns, and 3) creating a supportive learning environment in troubled times. The analysis identified several themes, which further formed the basis of the results. The results show that teachers perceive teaching about war as a significant pedagogical dilemma, as such teaching risks increasing students' concerns about war. It also showed that teachers face multiple pedagogical sub-dilemmas while managing the study's main dilemma, such as whether to be honest about the threat of war or not, or whether it is relevant at all to talk about war with middle school students, or not. Most of the teachers choose to open up safe conversations where students can express their feelings and thoughts, as a strategy to deal with the pedagogical dilemma. This also promotes a safe learning environment that encourages broad conversations. By building trusting relationships, teachers can adhere to the curriculum’s requirements on teaching current social issues while at the same time catch anxious students in an adapted way. Overall, the study highlights the complexity of the teaching profession, especially in troubled times, and contributes more knowledge to a subject that is not yet so explored.