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BeSAD (Bereavement, Separation, and Divorce): The Response of Pre-service Teachers to Pupil Well-being
Lynam, Aoife, M. McConnell, Barbara McGuckin, Conor
Lynam, Aoife, M.
McConnell, Barbara
McGuckin, Conor
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Abstract
The current research explored the frequency in which pre-service teachers
encountered pupils during their placement (e.g. teaching practice) experiencing
loss as a result of bereavement, separation and divorce (BeSAD). The
research examined how they responded to BeSAD and the training they
received at Initial Teacher Education (ITE). The report describes the findings of
a mixed-method research programme involving a survey with pre-service
teachers (N=354), and semi-structured interviews with experts (N=6) in the
area of BeSAD. Centres for ITE provided a sample for the survey from Northern
Ireland (NI) and the Republic of Ireland (RoI). The quantitative component of
the research indicated that nearly half of pre-service teachers had encountered
pupils who had experienced some form of BeSAD. Respondents lacked
confidence when supporting pupils experiencing BeSAD, particularly in relation
to separation and divorce. Personal intuition was reported as the main way in
which respondents support pupils experiencing bereavement and this was
closely linked to their own personal experience of death. Nearly one quarter of
respondents said that inability to concentrate in the classroom was the biggest
impact on pupils. A decline in attendance was also noticed along with physical
and emotional responses including withdrawn behaviour, fear of coming to
school, and anxiety. Nearly half of respondents did not answer the question
which could mean that no reaction was evidenced by these respondents. The
majority of respondents were unaware if policy existed relating to BeSAD and
stated that they had either not received training or if they had, it was "briefly".
The interviews conducted with experts from NI and the RoI (N=6) identified a
range of roles and responsibilities for teachers in supporting pupils who have
experienced BeSAD. They identified the core role that teachers play as
advocates for children and supporting families who have experienced BeSAD.
They identified key challenges within the current education system for both
jurisdictions and drew attention to core training needs required during ITE and
through Continuous Professional Development (CPD).
Description
Publication Date
2018
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Doggett Print
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Keywords
Hibernia college, Pre-service teachers, Well-being