To investigate the approaches utilised to support bereavement among learners in primary education settings by teachers, peer-level support, and social workers, by using a scoping review that provides a literature review on the approaches utilised to support bereavement amongst learners in education settings
1
HEALTH SCIENCES, University of Freestate, Bloemfontein, South Africa
Popul. Med. 2026;8(Supplement Supplement 1):A2637
ABSTRACT
INTRODUCTION:
Grieving learners find it difficult to deal with the loss of a loved one, and as a result, their mental health is affected. Although there are studies that have been conducted on bereaved learners and their experiences, including their psychosocial challenges, little is known about the approaches used by teachers as primary contacts at schools, learner support agents as peer support, and social workers as professionals to support these grieving learners.
METHODS:
Scoping review was used as a data collection method, which comprises a review of the literature on the strategies used to support bereavement within the education space. The literature search for scoping reviews was carried out on databases such as Web of Science, Scopus, and the EBSCO Host platform to access several research materials.
RESULTS:
The results show that the school-based provision of support for grieving children is not single-dimensional in that they need emotional, academic, family, and structural interventions. Successful programs integrate emotional support, peer integration, tailored interventions, family partnership, death education, and referrals, and are multidisciplinary in nature. Nevertheless, we are concerned about the frequent requirement for institutional policies, teacher preparation, and a longitudinal assessment in the context of culturally-diverse and resource-constrained circumstances.
CONCLUSIONS:
The review reports that school-based bereavement support is most effective when integrated with emotional support, peer support, structured programs, academic flexibility, family collaboration, teacher training, referral pathways, and interdisciplinary collaboration. Although interventions have beneficial effects on children’s coping, social integration, and resilience, deficiencies in formal policy, staff readiness, and sustainable continuity of death education still exist. Future studies should target longitudinal outcomes, culturally diverse contexts, and systematic implementation for the promotion of evidence-based practices in supporting grieving learners.
Grieving learners find it difficult to deal with the loss of a loved one, and as a result, their mental health is affected. Although there are studies that have been conducted on bereaved learners and their experiences, including their psychosocial challenges, little is known about the approaches used by teachers as primary contacts at schools, learner support agents as peer support, and social workers as professionals to support these grieving learners.
METHODS:
Scoping review was used as a data collection method, which comprises a review of the literature on the strategies used to support bereavement within the education space. The literature search for scoping reviews was carried out on databases such as Web of Science, Scopus, and the EBSCO Host platform to access several research materials.
RESULTS:
The results show that the school-based provision of support for grieving children is not single-dimensional in that they need emotional, academic, family, and structural interventions. Successful programs integrate emotional support, peer integration, tailored interventions, family partnership, death education, and referrals, and are multidisciplinary in nature. Nevertheless, we are concerned about the frequent requirement for institutional policies, teacher preparation, and a longitudinal assessment in the context of culturally-diverse and resource-constrained circumstances.
CONCLUSIONS:
The review reports that school-based bereavement support is most effective when integrated with emotional support, peer support, structured programs, academic flexibility, family collaboration, teacher training, referral pathways, and interdisciplinary collaboration. Although interventions have beneficial effects on children’s coping, social integration, and resilience, deficiencies in formal policy, staff readiness, and sustainable continuity of death education still exist. Future studies should target longitudinal outcomes, culturally diverse contexts, and systematic implementation for the promotion of evidence-based practices in supporting grieving learners.
| eISSN: | 2654-1459 |
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