A comparative study of the child bereavement and loss responses and needs of schools in Hull, Yorkshire and Derry/Londonderry, Northern Ireland

Tracey, Anne; Holland, John L.

doi:10.1080/02643940802472197

Cited by 18 publications

(14 citation statements)

References 12 publications

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“…This study also supports the current emphases on moving toward an integrative approach for educating both teachers and students about how to address children's bereavement in schools (Tracey & Holland, 2008) and on involving teachers in providing grief support (Rowling, 2008). Our findings endorse the critical importance of supporting teachers to create ageappropriate explorations of grief in the classroom from junior kindergarten to high school and to initiate conversations related to death.…”

Section: Discussionsupporting

confidence: 80%

Always With Me: Understanding Experiences of Bereaved Children Whose Baby Sibling Died

et al. 2014

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An arts-based qualitative method was used to explore the experiences of children's bereavement after a baby sibling's death, in the context of their family and school life. Data were collected during in-depth interviews with 9 bereaved children and 5 parents from 4 Canadian families and analyzed. A central process, evolving sibling relationship over the years, and a pattern of vulnerability/resilience, ran through all four themes, which reflected ideas of connection, impact of parental grief, disenfranchisement and growth. Findings indicated that home and school are critical to children in creating safe spaces for expressing the evolving nature of infant sibling bereavement.

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Section: Discussionsupporting

confidence: 80%

Always With Me: Understanding Experiences of Bereaved Children Whose Baby Sibling Died

et al. 2014

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“…With less emphasis on school bereavement responses in most English-speaking nations, few studies were available in relation to school bereavement responses. Most of these (e.g., Holland & McLennan, 2015; Tracey & Holland, 2008) report very little structured support. The exception is Australia, which has structured responses in 94% of their schools (Rowling & Holland, 2000).…”

Section: Discussionmentioning

confidence: 99%

Voices We Forget—Danish Students Experience of Returning to School Following Parental Bereavement

Lytje

2016

Omega (Westport)

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This study explores how Danish students experience returning to school following parental bereavement. Eighteen focus group interviews with 39 participants aged 9 to 17 years were conducted. All participants had experienced the loss of a primary caregiver. Data collection was divided into two phases. In Phase I, 22 participants from four grief groups were interviewed 4 times over the course of a year. During Phase II, confirmatory focus groups were undertaken with the 17 participants. This article explores findings related to the four themes of initial school response, long-term support, challenges within the class, and academic challenges. The study found that (a) students struggle to reconnect with classmates following the return to school and often feel alone, (b) schools fail to have guidelines in place for what they are allowed to do if becoming sad the class, and (c) schools seem to forget their loss as time passes.

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“…There have been critics who would challenge the requirement for bereavement support for children, asserting that such suggestions are based on dubious assumptions regarding the impact of grief upon children (Harrington and Harrison, 1999). However, such assertions have been denounced by more recent research in the field (Bowie, 2000; CBN, 2006; Holland, 2004; Lowton and Higginson, 2003; McCarthy and Jessop, 2005; Rolls and Payne, 2003; Tracey and Holland, 2008), and it is more generally conceded that young children are affected, often profoundly, by the death of someone close. Given that all such children will be expected to be in attendance at school, there is a clear need to examine the variety of responses they may encounter in their school setting.…”

Section: Rationalementioning

confidence: 99%

Least said, soonest mended?: Responses of primary school teachers to the perceived support needs of bereaved children

Potts¹

2013

Journal of Early Childhood Research

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Every 22 minutes in the United Kingdom, a child is bereaved of a parent, making up some 24,000 a year. An even greater number experience the loss of a grandparent. There is a limited, but growing, body of research into the impact of grief and bereavement on young children and how their support needs might be met. This article expands upon research with primary school teachers articulating something of their knowledge and experience in encountering bereaved children. The mixed methodology research includes quantitative and qualitative data that incorporate teachers' responses to the fictionalised narrative of a bereaved 6-yearold. The discussion elucidates teachers' confidence -or reluctance -in broaching the topic, highlighting the lack of specific training within teacher education for understanding and supporting bereaved children. Compassionate understanding is offered to some children, but many others detect a wall of silence, which, when encountered in early childhood, can have detrimental consequences for their personal, social and academic development. The article calls for policy and practice that will ameliorate this situation.

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A comparative study of the child bereavement and loss responses and needs of schools in Hull, Yorkshire and Derry/Londonderry, Northern Ireland

Cited by 18 publications

References 12 publications

Always With Me: Understanding Experiences of Bereaved Children Whose Baby Sibling Died

Always With Me: Understanding Experiences of Bereaved Children Whose Baby Sibling Died

Voices We Forget—Danish Students Experience of Returning to School Following Parental Bereavement

Least said, soonest mended?: Responses of primary school teachers to the perceived support needs of bereaved children

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