<b>Social Science Teachers’ Challenges in Implementing Human Rights Education in Secondary Schools in Bangladesh</b>

The study examined the challenges faced by social science teachers in implementing human rights education in two secondary schools in Bangladesh. This study employed a qualitative case study approach in which two secondary schools were chosen, one from an urban location and one from a rural area. The primary data for this study were collected through two focus group discussions with students, classroom observations, and in-depth interviews with four social science teachers and two headteachers from two schools. The data was analyzed using the thematic data analysis method. The study's findings indicated a need for more adequate teaching-learning materials for social science teachers and classroom facilities. Furthermore, teachers employed corporal punishment that infringed upon the child's rights. Once more, the learning environment suffered from a deficiency in inclusion, and the teachers demonstrated a lack of proficiency in efficient classroom management. Moreover, the absence of teachers' professional growth and training impeded the implementation of HRE. The study proposed that adequate teacher training and abolishing corporal punishment are necessary to provide an inclusive learning environment, thereby overcoming the barriers to implementing Human Rights Education (HRE) in classrooms and schools.