A thematic analysis of teachers' perspectives on supporting victims of childhood bereavement in British primary schools

Abstract

AbstractThere is a distinct lack of literature considering childhood bereavement within the United Kingdom. There is particularly a lack of age‐specific research into childhood bereavement and the types of support schools are providing for this group of children. In light of this lack of research, the aim of this study was to explore the experiences, perspectives and views of teachers on supporting children in British primary schools. Interviews were analysed using thematic analysis (TA). Analysis revealed four major themes relating to bereavement support: ‘support available is inconsistent’, ‘systemic limitations’, ‘lack of policy and guidance’ and ‘speaking to children about death’. The research showed that bereavement support in British primary schools is varied and inconsistent, with examples of good practice and areas for improvement. At the same time, both childhood bereavement and the support available to bereaved children are socially biased, with those in socioeconomically deprived areas more likely to experience a bereavement and receive lower quality support. This study indicates that government policy or guidance with regards to childhood bereavement would be advantageous, for staff and children alike. Context and implicationsRationale for this studyThis study was undertaken due to the distinct lack of research into childhood bereavement in the UK. One in 29 children in the UK will be bereaved of a parent or sibling before their 16th birthday (McLaughlin et al., 2019) and evidence suggests schools are well placed to support bereaved children in the aftermath of loss.Why the new findings matterThe research investigates the perspectives and experiences of teachers supporting bereaved children in British primary schools, highlighting what support currently exists, that teachers do not feel confident supporting bereaved children, and the systemic limitations which hinder the support they can provide.Implications for policymakers and education professionalsThe study has implications for policy makers, particularly the Department for Education (DfE), who may consider devising a national bereavement policy akin to those available abroad. Education professionals, including teachers and educational psychologists, might consider the findings in light of their own practice and develop local authority level bereavement protocols to support children. There are implications for teacher training providers who might consider the lack of bereavement training available at present (both in initial teacher training and continued professional development) and address this. Other researchers may consider the gaps in research found in our study and conduct further research to deepen the knowledge base.