Teachers' Perception of Grief in Primary and Secondary School Students in Spain: Children's Responses and Elements which Facilitate or Hinder the Grieving Process

Morell-Velasco, Clara; Fernández‐Alcántara, Manuel; Hueso‐Montoro, César; Montoya‐Juárez, Rafael

doi:10.1016/j.pedn.2019.12.016

Cited by 8 publications

(10 citation statements)

References 36 publications

(57 reference statements)

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“…Nevertheless, they felt unqualified for this task and were afraid of making mistakes or causing harm. This finding is in line with previous studies showing that education personnel lack confidence and are not trained to deal with grief and loss (Alisic, 2011; Levkovich & Duvshan, 2020; Busu & Luchici, 2016; Case et al., 2020; Lane et al., 2014; Lowton & Higginson, 2003; Morell-Velasco et al., 2020). Among teachers who provided support to bereaved students, more than 90% reported they lacked confidence (Papadatou et al., 2002).…”

Section: Discussionsupporting

confidence: 92%

“I Don’t Know What to Say”: Teachers’ Perspectives on Supporting Bereaved Students After the Death of a Parent

Levkovich

Elyoseph

2021

Omega (Westport)

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This qualitative study examined teachers’ experiences dealing with bereaved students following the death of a parent. The researchers conducted in-depth, semi-structured, face-to-face interviews with 25 teachers in Israeli schools who had counseled one of their students after the death of a parent. The interviews were recorded and transcribed and underwent content analysis. Analysis of the findings revealed that the teachers felt helpless, confused, overloaded emotionally and anxious when counseling students who had lost a parent. In addition, the teachers discussed the complex nature of their relationship with the remaining parent, ranging from a desire to support the family through avoidance for fear of hurting the parent to fears of being overwhelmed by the child’s problems. Many teachers mentioned their need for support from school officials.

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Section: Discussionsupporting

confidence: 92%

“I Don’t Know What to Say”: Teachers’ Perspectives on Supporting Bereaved Students After the Death of a Parent

Levkovich

Elyoseph

2021

Omega (Westport)

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“…Previous research on educator experiences supporting grieving students has shown that educators are aware of the losses experienced by their students and the need to normalize these experiences and provide support 5‐7 . These studies also highlight the discomfort that educators often feel in conversations with grieving students and have identified a lack of training, uncertainty about what to say or avoid saying, and awareness of their own emotions around grief and loss as root causes of that discomfort 5‐8 . Many of these studies have identified formal grief‐sensitive training as a potential solution 5,6,8 …”

Section: Discussionmentioning

confidence: 99%

Educator Perspectives on Grief‐Sensitive Training During the COVID‐19 Pandemic in US Public Schools

Lively‐Endicott,

Naimi,

Hudson

et al. 2023

Journal of School Health

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BackgroundGrief and loss are common experiences for children and adolescents, particularly during the COVID‐19 pandemic. Educators feel unprepared to support grieving students due to lack of training. We studied educator experiences receiving grief‐sensitive training as part of the grief‐sensitive schools initiative (GSSI), which provides grief‐sensitive training, online video‐based and print resources, and a financial grant to schools and school districts for use in supporting grieving students.MethodsFourteen New York and Florida educators who received GSSI training participated in small focus groups or semi‐structured interviews on their experiences receiving GSSI training and supporting grieving students during the pandemic. Transcripts were analyzed using grounded‐theory analysis.ResultsEmergent themes included increased confidence engaging grieving students, the desire for recurring trainings, the value of receiving training from an expert on pediatric grief and loss and the opportunity to ask questions, the need for grief‐sensitive training to reflect the cultural diversity of school communities, the unique losses experienced by students during the pandemic, and compassion fatigue and burnout in educators.Implications for School Health Policy, Practice, and EquityPolicymakers should recognize the effects of grief on students' learning and development and collaborate with educators to develop resources.ConclusionsEducators found GSSI training useful in supporting grieving students, particularly during the pandemic.

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“…This may prevent them from developing more adaptive coping responses, which can lead to emotional issues. Therefore, it is essential to have valid and reliable instruments which allow us to evaluate the conceptualization of death in different ages and contexts, as well as to work in education, as many teachers are currently demanding [35,36].…”

Section: Discussionmentioning

confidence: 99%

A New Instrument to Assess Children’s Understanding of Death: Psychometrical Properties of the EsCoMu Scale in a Sample of Spanish Children

et al. 2021

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The acquisition of the death concept in children may influence how these children cope with the losses that they will confront throughout their lives. At the present time, there is a lack of psychometric instruments in Spanish-speaking countries in order to evaluate the components of the death concept in children. The aim of this study was to create and validate a scale (EsCoMu-Escala sobre el Concepto de Muerte) in order to provide insight about the concept of death in children. The sample was formed by 358 children from ages 6 to 13 years. The final EsCoMu version has 27 items which serve to evaluate universality, irreversibility, non-functionality and causality. The results of the confirmatory factor analysis show an adequate fit index for the four dimensions model, reliability (α = 83) and validity evidence, specifically based on the children’s age. In conclusion, EsCoMu is an instrument that shows adequate reliability and validity indices in order to assess the concept of death and its four components among children. Due to its simplicity, this instrument can be very useful if applied to the field of neurodevelopmental disorders.

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Teachers' Perception of Grief in Primary and Secondary School Students in Spain: Children's Responses and Elements which Facilitate or Hinder the Grieving Process

Cited by 8 publications

References 36 publications

“I Don’t Know What to Say”: Teachers’ Perspectives on Supporting Bereaved Students After the Death of a Parent

“I Don’t Know What to Say”: Teachers’ Perspectives on Supporting Bereaved Students After the Death of a Parent

Educator Perspectives on Grief‐Sensitive Training During the COVID‐19 Pandemic in US Public Schools

A New Instrument to Assess Children’s Understanding of Death: Psychometrical Properties of the EsCoMu Scale in a Sample of Spanish Children

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