Teachers Grieve! What can We Do for Our Colleagues and Ourselves When a Student Dies?

Munson, Leslie J.; Hunt, Nancy P.

doi:10.1177/004005990503700407

Cited by 9 publications

(11 citation statements)

References 4 publications

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“…However, the lack of qualified teachers for death education is noted. Supporting the findings of Munson and Hunt (2005), some participants in this study, agreed that they lacked pre-service and in-service training to deal with grief related matters. Even the teachers who received some training in loss and bereavement some time ago were not able to assist the bereaved students adequately (Tracey & Holland, 2008).…”

Section: Managing and Teaching About Life And Death Issuessupporting

confidence: 75%

“…The majority of teachers have experienced grief and loss; unfortunately, they often feel uncomfortable discussing death-related issues with students (Mahon et al, 1999). Some would answer their students' queries on death only when students made the request (Lazenby, 2006;Munson & Hunt, 2005;Papadatou, Metallinou, Hatzichristou, & Pavlidi, 2002;Reid & Dixon, 1999). Some teachers even avoid such discussion in class (Papadatou et al, 2002;Tracey & Holland, 2008).…”

Section: University Teachers' Involvement In Death Educationmentioning

confidence: 99%

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Quality Insights of University Teachers on Dying, Death, and Death Education

Mak

2013

Omega (Westport)

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One of the main responsibilities of teachers is to help individual students cope with life difficulties such as grief following a death. However, very little research explores teachers' views on death, dying, and how they handle grief and loss in schools. This study aims to explore university teachers' knowledge and attitudes on dying, death, and death education. Fifteen university teachers were recruited using a qualitative method. This study reveals that most teachers' views on death and related issues are largely affected by their death experiences, religious beliefs, professional background, and the mass media. Although they have a general negative response toward death and dying, some teachers begin to affirm their meanings of life and death. Most teachers agree that they do not feel adequate about managing and teaching on life and death issues, so they strongly support including death education in the formal programs in Hong Kong.

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Section: Managing and Teaching About Life And Death Issuessupporting

confidence: 75%

Section: University Teachers' Involvement In Death Educationmentioning

confidence: 99%

Quality Insights of University Teachers on Dying, Death, and Death Education

Mak

2013

Omega (Westport)

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“…Teachers claimed that administrators were needed to establish plans and communication after a student death. Munson and Hunt (2005) claimed that schools need to be proactive and plan for student death by outlining procedures, and these plans should also include support for staff. Finally, teachers need each other.…”

Section: Rq3: How Do Teachers Describe Their Experiences With Death Ementioning

confidence: 99%

“Mourning With the Morning Bell”: An Examination of Secondary Educators’ Attitudes and Experiences in Managing the Discourse of Death in the Classroom

2017

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A plethora of research exists about death and dying, particularly with regard to the prescriptive strategy on how teachers should address death in their classrooms. However, there is a gap in the literature about teachers' perceived preparedness to discuss a student's death in their classrooms. The following qualitative study used focus groups to explore teachers' experiences with and beliefs about death, dying, coping, student death, and preparedness to address student death in the classroom. Data were transcribed and thematically analyzed. Themes and subthemes for all research questions are presented and explained; some themes explored include teachers' views of death, death versus dying, initial and long-term coping, difficulties in addressing student death, the teachers' role after a student's death, feelings of being prepared versus unprepared to address student death in the classroom.

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“…The remaining themes included two articles each (3%) describing trauma events in students' and teachers' lives (Bender & Sims, 2007;Munson & Hunt, 2005), selfdetermination topics (Frankland, Turnbull, Wehmeyer, & Blackmountain, 2004;Whitney-Thomas & Moloney, 2001), and societal attitudes toward people with disabilities (Mostert, 2002;Murdick et al, 2004). One article each was found on the themes of person-centered planning (Bui & Turnbull, 2003) and ethics (Bucholz, Keller, & Brady, 2007).…”

Section: Embedded Referencesmentioning

confidence: 99%

Inclusion of Religion and Spirituality in the Special Education Literature

Ault

2009

J Spec Educ

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Although traditionally not an area of service delivered by special educators, the area of religion and spirituality for persons with disabilities is receiving more attention as a quality-of-life outcome. This literature review examined the special education literature to determine the extent to which special educators are exposed to literature concerned with these issues. The results indicated that information is found in the literature but occurs most often as embedded references in articles on other topics. Information was most often included in articles focusing on diversity, and the majority of references to religion and spirituality were descriptions of religions. Religion and spirituality are linked to the overarching goals of the Individuals with Disabilities Education Improvement Act of 2004 and quality-of-life outcomes. Future research and roles for professionals are discussed.

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Teachers Grieve! What can We Do for Our Colleagues and Ourselves When a Student Dies?

Cited by 9 publications

References 4 publications

Quality Insights of University Teachers on Dying, Death, and Death Education

Quality Insights of University Teachers on Dying, Death, and Death Education

“Mourning With the Morning Bell”: An Examination of Secondary Educators’ Attitudes and Experiences in Managing the Discourse of Death in the Classroom

Inclusion of Religion and Spirituality in the Special Education Literature

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