BeSAD (Bereavement, Separation, and Divorce): The Response of Pre-service Teachers to Pupil Well-being

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 A decline in attendance was also noticed along with physical and emotional responses including withdrawn behaviour, fear of coming to school, and anxiety.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).