Social studies is a subject in which current affairs, processes and developments must be dealt with to a greater extent than in other subjects. This study means to examine how civics teachers address this by means of their didactic leadership. Four civics teachers have been interviewed to this end. The study employs a non-normative framework of didactic leadership and symbolic interactionism. 

The results confirm previous studies regarding the didactical opportunities that the study of current affairs bring to the social studies: Current affairs can be used to make theoretical concepts interesting and concrete, teaching can compensate for one-sided reporting to offer the pupils a more complete worldview. The study also shows challenges: current affairs can evoke negative emotions or memories amongst the pupils, current affairs can cause time pressure regarding leadership decisions and challenge the intended plan. The teachers face and use these aspects in different ways based on experience, style of leadership and context. In the analysis, four strategies of leadership emerge that the teachers often use in their handling of current affairs.