Teachers communicating about life-limiting conditions, death and bereavement

Robinson, Sally; Ekins, Alison; Durrant, Ian; Summers, Kathryn

doi:10.1080/02643944.2017.1422007

Cited by 3 publications

(3 citation statements)

References 24 publications

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“…Brunt (2018) emphasizes that teachers are not prepared to discuss the death of a child with their students. Most educators openly admit that they do not feel sufficiently competent to support their students and their family when they experience grief (Robinson et al, 2018). In this case, an alternative is close cooperation with the team of children's palliative care or children's hospice care who can accompany the bereaved through the entire process of loss (Heller et al, 2014;Ramer-Chrastek, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…This implies that some data obtained from the ScoRev literature may be outdated. The most recent knowledge from educational practice is presented only by two full texts: the dissertation (Brunt, 2018) and a journal article (Robinson et al, 2018). A more recent resource published after 2018 in accordance with the ScoRev criteria has not been identified.…”

Section: Scoping Review Limitationsmentioning

confidence: 99%

“…Its members are usually the teacher (teachers), the school director, the student with LLC or LTC, the student's family, the psychologist, and other medical and non-medical professionals (Shaw et al, 2010;Vanclooster et al, 2018). During the entire educational process, it is necessary to respect the complex needs of children with LLC and LTC related to their physical, mental, social, and emotional health (Robinson et al, 2018). These needs may differ between students depending on the specifics of their diagnoses, socio-cultural context, psychosocial support as well as their family background.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Children and Youth with Life-Limiting or Life-Threatening Conditions – Overview the Topics of Educational Practice: A Scoping Review

Haroková

Chrastina

2022

IJSE

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Objectives: The scoping review (ScoRev) presents the literature relating to the education of children and youth with life-limiting conditions (LLC) and life-threatening conditions (LTC) and identifies and describes the topics that appear in the literature. Method: The scoping review was conducted based on Arksey and O’Malley’s 5-stage ramework. In a total of five databases, ProQuest, ERIC, Web of Science, Scopus, and EBSCO Discovery Service a combination of keywords was used to identify 14 records published in 2002- 2018 that corresponded to the ScoRev selection criteria. These records were then analyzed in terms of content and classified into thematic ategories and subcategories. Results: The ScoRev selection consisted of a dissertation and thirteen journal articles. A well-elaborated topic of the studies related to the teacher’s roles, experiences, and needs in the education of a child with LLC or LTC. Other topics included the challenges in the education of these children, intervention, or eath of a child in school. The topic of education of students with life-limiting or life-threatening conditions is most frequently assessed from the teacher’s perspective. Conclusion: The results of the ScoRev may suggest a lack of available resources that would reflect the current practice of educating children and youth with LLC and/or LTC n a general basis.

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Section: Discussionmentioning

confidence: 99%

Section: Scoping Review Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Children and Youth with Life-Limiting or Life-Threatening Conditions – Overview the Topics of Educational Practice: A Scoping Review

Haroková

Chrastina

2022

IJSE

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Identifying predictors of teachers’ intention and willingness to teach about cancer by using direct and belief-based measures in the context of the theory of planned behaviour

Heuckmann

Hammann

Asshoff

2020

International Journal of Science Education

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Dying Pupil With Life-Limiting or Life-Threatening Illness in the Context of Inclusive Education: A Theoretical Framework

Haroková¹,

Chrastina²

2022

Education Support

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The synergistic effect of factors such as inclusion, advances in science, medicine and technology are contributing significantly to the increasing number of pupils with life-limiting and life-threatening illnesses in primary and secondary schools. The 2020 UK population study estimates a further increase in this group of pupils in the future. Educating pupils with life-limiting or life-threatening illnesses brings with it certain specificities and challenges. The most feared challenge is the death of such a pupil during the school year. Many teachers have first-hand experience with the dying as well as the death of a pupil due to a serious illness. Research reveals the societal expectations of a teacher working with a pupil with a serious health condition, which include the ability to provide for their psychosocial, educational, and medical needs and to fulfil a coordinating role. Finally, in the event of a pupil's death, the teacher is attributed with a counselling role, providing support not only to other pupils, colleagues, but also to the family of the pupil after dead. These expectations are, however, beyond the competence of the Czech teacher. Current studies reflect the lack of preparedness of teachers to face and respond appropriately to situations -such as the death of a pupil at school. The explanation is quite simple. Neither undergraduate nor professional teacher training focuses on working with dying pupils. In practice, schools often lack the tools that would make the whole process of educating a pupil with a serious illness -and, in the case of a pupil's death, the grieving process -easier for all school stakeholders. This paper responds to the fact with a threefold intention. It begins by presenting a brief overview of the theoretical knowledge on the topic of inclusive education of a dying pupil with a life-limiting or life-threatening illness, including the challenges that teachers may face. It also presents suggestions for preventive and intervention strategies when working with a classroom team that educates such a pupil and offers specific recommendations for supporting school staff to protect their mental wellbeing. The text also presents procedures and methods for working with the class in the event of the death of their seriously ill classmate and ways to support students and teachers in the grieving process. For the integrity of the topic, the paper is supplemented with theoretical insights from the field of working with the concept of death in school and children's understanding of death.

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Teachers communicating about life-limiting conditions, death and bereavement

Cited by 3 publications

References 24 publications

Children and Youth with Life-Limiting or Life-Threatening Conditions – Overview the Topics of Educational Practice: A Scoping Review

Children and Youth with Life-Limiting or Life-Threatening Conditions – Overview the Topics of Educational Practice: A Scoping Review

Identifying predictors of teachers’ intention and willingness to teach about cancer by using direct and belief-based measures in the context of the theory of planned behaviour

Dying Pupil With Life-Limiting or Life-Threatening Illness in the Context of Inclusive Education: A Theoretical Framework

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