Should the Lockerbie disaster be taught in schools?
Late last year, I was asked on social media whether the Lockerbie disaster should be taught in schools here in Scotland. It was a question that made me think about the purpose of history education and the role of history in shaping young people’s understanding of the world.
The Lockerbie disaster, which occurred on December 21, 1988, was a devastating event that claimed 270 lives, including 11 residents of the Scottish town. The bombing of Pan Am Flight 103 was not just a tragedy for those directly affected, but a moment of profound global significance that reshaped security policies and international relations. Yet, despite its historical importance, it does not seem to feature prominently as a topic for study in Scottish history classrooms.
Why teach the Lockerbie disaster?
Studying history is not just about learning dates and events; it is about fostering critical thinking, empathy, and an understanding of how the past informs the present. Teaching the Lockerbie disaster could be an opportunity to explore themes such as conflict, international cooperation, justice, and resilience.
For young people, particularly in Scotland, the event has local significance. The impact on the town of Lockerbie was immense, with its residents at the heart of the immediate response and subsequent/ongoing commemoration. As such, including Lockerbie in history lessons might allow young people to engage with a tragedy that is of both global and local significance, perhaps making what happened feel more tangible and relevant.
Challenges in teaching difficult and uncomfortable histories
At the same time, it has to be acknowledged that teaching traumatic and complex events requires sensitivity. The Lockerbie disaster is still within living memory, and for some, it remains a deeply painful subject. There is the question of how to present such events in a way that is age-appropriate and meaningful. However, history education has long grappled with how to handle sensitive topics and there are, of course, established pedagogical approaches that can help facilitate respectful and thoughtful engagement.
One of the main challenges though is ensuring that the discussion goes beyond just the facts of the event; encourage young people to reflect on broader issues such as the impact of loss on communities, the role of memorialisation, and the ethical dilemmas involved in seeking justice. These are complex but valuable discussions that can help young people develop their ability to think critically about the world around them.
The role of the curriculum
The Scottish curriculum offers flexibility in what historical events are taught, meaning that individual teachers can decide whether to include Lockerbie in their lessons. However, the absence of explicit guidance or resources is perhaps one reason why it is overlooked - raising a further question about the role of contemporary history in education (how do we decide which events should be taught, and what criteria should be used to determine their significance?).
Final reflections
Ultimately, my response to the social media question is yes - Lockerbie should be taught in schools, but with careful consideration taken to the approach. The tragedy at Lockerbie offers vital lessons about the interconnectedness of our world, the impact of political decisions on ordinary lives, and the importance of remembrance. If history education is to prepare young people to be thoughtful, informed citizens, then difficult histories like Lockerbie ought not be ignored.
For history teachers, there is an implicit responsibility not only to teach history but to try and help young people make sense of it. Lockerbie is part of Scotland’s history - it is a story that really does deserve to be told.