VIEWS Supporting young children through bereavement


BOB USHER, Content Manager, LGfL-The National Grid for Learning, and TRACEY BOSELEY, Head of Education Sector Support, Child Bereavement UK discuss the importance of developing staff understanding, skills and confidence in dealing with grieving pupils.


Children grieve just as deeply as adults, but may show it in different ways.


Following a death, a child’s behaviour may reflect both loss-focused thoughts – sadness or wanting to talk about the person who died; and restoration-focused thoughts – playing or spending time with friends. The


A bereavement policy can offer guidance for all staff when dealing with death, grief and bereavement. Having a ‘bereavement-aware’ culture will ensure that all members of the school community feel supported. As every school is different and every situation unique, the policy should be a flexible working document. It could include draft outlines of documents, such as letter templates; resources to support bereaved pupils, other pupils, vulnerable staff, and family/carers; and designated roles and responsibilities, for example communication with the family, staff, pupils or press (if required). It’s important to be mindful of social media and the indiscriminate spread of news, and how you will approach this.


Dual Process Model (Stroebe & Schut,


1999) explains that healthy coping involves moving between these two mindsets.


Younger children in particular may struggle to stay with difficult emotions for long, and often ‘puddle jump’ – moving in and out of their grief. We shouldn’t assume that a pupil playing or acting ‘normally’ is unaffected or has ‘moved on’ from their loss.


We sometimes feel afraid to use words like ‘dead’, ‘death’ and ‘dying’ with children, thinking that alternatives such as ‘passed’, ‘lost’ or ‘gone to sleep’ are less harsh. However, euphemisms often cause confusion and frustration.


Children find it easier to have information given in clear, accurate, age- appropriate language. Using ‘dead’ and ‘death’ with a simple biological explanation is much clearer. You might say: ‘when someone is dead, their body doesn’t work anymore and they no longer feel hot, cold or any pain, nor do they need food or drink’.


It’s important to check a pupil’s understanding of words used to describe what has happened. Children may repeat words they have been told by adults, such as ‘heart attack’ (who attacked the heart?) or ‘stroke’ (like stroking a pet?) without necessarily understanding the meaning. They may also experience new rituals surrounding the death, such as religious services and funerals. Children need opportunities to ask questions and receive age-appropriate information.


Ways to support bereavement • Bereaved children are much better placed to manage their grief when they are supported in school as well as at home.


• Check in regularly to see how they’re doing, this might include asking about their friendships, how they’re finding lessons and how things are at home


• When it feels right, mention the person who died. It can feel isolating for a child if no one ever talks about someone who’s important to them


• Creative activities like making a memory box can help the child stay connected to the person who has died while continuing to move forward


• Be mindful of key dates like birthdays or anniversaries, and take time to check in with them around these times


• Give the pupil a heads-up before lessons that might touch on death or grief, so they feel prepared and supported


• Keep in mind that grief doesn’t end; as they grow, the child may need extra support at different stages to help make sense of their loss


For a comprehensive, free-to-access training tool for schools, created in collaboration with Child Bereavement UK, please visit: u https://childbereavement.lgfl.org.uk/


The Resource Base Boom


Comment by STEPHEN KILGOUR, SEND Advisor and Outreach Teacher at Tapestry, and former Deputy Head of CHERRY GARDEN, school for children with complex support needs.


Across England, the landscape of SEND education is shifting noticeably as mainstream schools increasingly host resource bases and specialist units designed to support pupils with Special Educational Needs and Disabilities (SEND). These provisions are spaces attached to, or inside, schools where children with more complex support needs can receive tailored support while remaining part of the wider school community. In late 2025, the Department for Education confirmed a substantial £3 billion investment to create up to 50,000 new specialist places, many of them within mainstream settings. Resource bases are booming, and supporters of


the expansion point to clear benefits. For families, keeping children in their local school can mean stability, community ties and reduced stress. Smaller groups of children, and the opportunity for bespoke learning environments, mean that schools can meet the needs of children who would previously have had to attend a specialist school. There’s also the added benefit of being able to ‘dip in’ to sessions with their classmates. The notion of resource bases sounds very appealing, and from the government’s point of view, it’s a lot cheaper than building brand new specialist schools. In my role as SEND Advisor for Tapestry, I’ve met with more than 100 SENDCos or leaders in the past year who work in primary schools that are establishing a new provision. I am always struck by the commitment everyone has to offering the best provision but there are gaps in knowledge and experience which include:


March 2026


• Teachers and support staff have worked in SEND roles but not with children who have such complex support needs.


• There’s a blank canvas for the new learning space, no clear plan and no prior experience from which to draw.


• There is limited experience of supporting child-led learning in a play-based learning environment.


The new space will invariably be set up with the best of intentions, but the risk, given a lack of experience and knowledge, means that quality is not guaranteed. That is not to say that all specialist schools demonstrate high quality, appropriate teaching and learning, but they can apply many years of experience and in-depth expertise to supporting their learners. It is vital that schools who are opening specialist learning spaces are given appropriate support - as well as the funding, to ensure that they have a good understanding of what is required. When I speak to SENDCos and leaders my advice is to take full advantage of the existing early years team at the school. No-one in the building will better understand the concept of child-led, engaging learning spaces. It’s not perfect, but without appropriate support and training, it’s a helpful nudge in the right direction. There are significant variations in the way resource bases are being developed and operated, and this means lots of variable provision. This is not ideal for children, and not ideal for parents and carers trying to find the right school for their child. Of course, any new approach will face challenges, but the resource base boom is not going to work if schools can’t access adequate training and support for their staff. With the right expertise, resource bases can be a key part of the SEND support we need for the future.


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