4 Growing compassionate school communities – Northern Ireland’s journey to strengthen grief education and bereavement support in educational settings

<h3>Background</h3> As a society there remains an uncomfortableness about talking about death and bereavement, particularly with children and young people. This is despite statistics that show most children will experience a bereavement before they leave school, particularly during primary school. The Marie Curie Schools Bereavement Programme in Northern Ireland has looked at the prevalence and importance of ‘grief education’ and ‘bereavement support’ for children and young people. <h3>Method(s)</h3> An evaluation of a programme of pilot teacher training sessions on supporting bereaved children (374 teachers across 162 schools). Two surveys were conducted with young people and parents/carers to understand their views and experience. The Public Attitudes to Death and Dying survey (adults n=500 which included targeted questions for parents n=223) and the ARK Young Life and Times Survey (cohort of n= 1,400 16 year olds). Two workshops were held with practitioners (n=35) and young people (n=34) to share findings and develop co-produced, evidence-based options to fill gaps in the information and support available to pupils in educational settings. <h3>Results</h3> Compassion, alongside respect and equality are part of the vision and values of most, if not all schools. Using a ‘compassionate community’ lens the programme has identified culture, policy, and practice changes needed to make every school a safe and supportive space for pupils to prepare and cope with bereavement. <h3>Conclusion(s)</h3> The programme has concluded that there is great potential and opportunity to establish an understanding of bereavement and loss as a core aspect of pupil wellbeing that can be integrated into the education curriculum. Greater prioritisation of grief literacy alongside strengthened pupil bereavement support must be part of a 21st century education system. The need for endorsement and support for this approach from the widest range of stakeholders, led by the Department of Education and its relevant bodies cannot be overstated.