**Abstract**

From the perspective of the pedagogy of teaching collective trauma, and the educational dialogue between historical memory and contemporary social responsibility, this research seeks to determine the socio-demographic, formative and didactic factors that explain the teaching of the Holocaust and Human Rights education in a sample of Spanish secondary school teachers (*n* = 1125). Through a non-experimental, cross-sectional, explanatory and predictive design, and the application of the instrument *Teaching the Holocaust and Human Rights Education* (THRE), the results obtained show that the initial and on-going training of teachers is one of the explanatory axes of the curricular inclusion of the Holocaust and Human Rights as specific contents of education for democratic citizenship. Age, gender and level of teacher education, on the other hand, are not proposed as explanatory factors for the inclusion of Holocaust and human rights as specific content in education for democratic citizenship.

**Keywords:** holocaust teaching, human rights education, secondary education, in-service teachers, secondary school teachers
