Grief resists easy explanation. Nevertheless, there is a consensus that it is unpleasant and isolating. Yet to understand grief as such misses its intersubjective magnitudes, and neglects to interrogate the ways in which our distressing experiences affect and are affected by our involvement with Others. This paper will offer pedagogical insights on teaching and learning about/from social and historical traumas, through a psychosocial, narrative analysis of HBO's acclaimed drama series The Leftovers. Concerned with discomfort in teaching and learning, it will demonstrate how the often contradictory affects present in the lives of "more than human" characters who pass between boundaries of life and death, community and isolation, on the show can help teachers better engage with difficult knowledge in schools.