Whilst much of this research has focused upon the more clinical aspects of death and grief symptomatology among adults, there has been a paucity of research exploring the experiences of students regarding their knowledge, understanding, and experience of death and the subsequent pedagogical approaches and resources appropriate to support psychological and behavioural responses to grief.  Whilst being at obvious risk of developing impaired health and well-being (whether psychological or psychosomatic), these ‘forgottten mourners’ also suffer from the unseen and associated impairments to educational attainment.  As education and curricula progression is developmental and sequential in nature, abruptions to the educational process, even for short periods, can have critical and long-term consequences for the development of the holistic person – the central goal of education.  With this in mind, the central aim and objective of the present research programme is to extend the knowledge regarding the responses of students and schools to bereavement and grief, whilst also providing much required evidence informed curricula materials for educators to help ameliorate the negative effects of bereavement, and enable all children to obtain an education in a supportive environment.

The research plan explores the experiences of students at Primary and Post-Primary level in an Irish context to determine the short and long-term effects on those who have experienced a significant human bereavement. The Work Packages of the research are:

-              To determine the experiences of students in primary and post-primary schools who have experienced the loss of a significant human relationship;

-              To inform the mapping and development of a future programme for Initial Teacher Education and Continuous Professional Development courses for educators;

-              To document the approach and response of primary and post-primary schools regarding the policy, support, and provision in place to support those who have experienced bereavement.

The central purpose of this programme of research evolved from an underpinning rationale formed due to a lack of topic specific programmes in Initial Teacher Education (ITE) or Continual Professional Development courses in Ireland, combined with diminutive research into intervention and prevention programmes for young people bereaved in an Irish context.  The research plan is developed with a preconceived ideology aimed at developing strategies and programmes in an effort to raise awareness and promote progression in practice among educators in contact with children who have been bereaved.  The research involves an exploration of the role of the educator (primary school and post-primary school) in alleviating the impact of bereavement among children.  Hence, the rationale for the research programme combines to explore the central research questions, which are:

 (i)           How prepared do educators feel in effectively supporting students who have experienced a significant human bereavement?

(ii)           What are the short and long-term effects of bereavement on students in primary and post-primary schools?

(iii)          What training and subsequent pedagogical methodologies would be of benefit to schools and educators in confronting the challenge of bereavement?

Young people who have experienced the bereavement of a significant human relationship will react differently, depending on their developmental stage (Mallon, 2011), family support (Harrington & Harrison 1999), and socio-economic background (Humphrey’s, McCafferty, & Higgins, 2010).  Death is inevitable and universal, therefore, anyone who works with young people (e.g., teachers, Guidance Counsellors) must be prepared to offer help to a student who can become bereaved suddenly, traumatically, or naturally (Webb, 2002).   As students spend one-third of their lives in school, it is important to note that the reactions of teachers is significant, as is the role that the school exhibits in ensuring that the needs of those who are bereaved are recognised and responded to in an appropriate manner (McGovern & Tracey, 2010).

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