John Holland

Children bring joy, new experiences and challenges into the lives of their families, and the focus of this article is on the often unrecognised emotional challenges and stigma experienced by parents of children with special educational needs and/or disabilities (SEND). This study involved a random sample group of 240 parents using a service in the Hull and East Riding areas of the UK. These parents filled in a questionnaire, the results of which showed that there were points of particular stress for some families, often involving their initial concerns when their children’s difficulties were unrecognised, the diagnosis itself, and then obtaining support. In addition, for some families, this stress led to the breakdown of parental relationships. Significant areas of additional stress included parents having feelings of guilt and emotional strain, with experiences of isolation for the family and negative impacts on parental mental health. Furthermore, some parents revealed incidences of stigma and a refusal to accept diagnoses and concerns, even from within the wider family. Likewise, some parents found that family and friends were not sympathetic or supportive. Finally, a number of parents also described detrimental impacts on siblings and expressed concerns about the education of and future outcomes for their child.

The study researched parent’s experiences of The Children and Families Act 2014 in Hull and the East Riding of Yorkshire. A sample of parents using KIDS Services in the area were surveyed by questionnaire, both before and after the legislation came into force. Nearly half of the parents were aware of a change in Special Educational Needs and Disabilities (SEND) legislation; and a third noticed a change in support for their child. Professionals are now more involved in SEND early identification, and most SEND needs were identified at or before the early year stage. The majority of parents thought that the support for their child was either always or sometimes well coordinated. Parents generally felt more involved in the process since the Act, and perceived improvements in educational support. Professional support for parents at diagnosis had increased over the studies, and educational, health and social care needs were generally being met. However, some parents thought that Information, communication and school support needed to improve, and that the voluntary sector was highly regarded. Implications in relation to practice were also made.

This study compared the perceptions of bereavement in North Suffolk and Hull schools. Hull is a mature area in terms of training and support, North Suffolk is a developing area. The majority of schools in both areas rated bereavement as a high priority. Hull schools had more trained staff and were more self-sufficient after bereavement, having clearer referral routes and more policies in place. Training needs were identified in both areas, although the ‘training gap’ was less in Hull schools. The areas had different approaches to pupil bereavement; North Suffolk schools had access to a ‘bereavement box’. Schools in Hull had access to the Lost for Words training project that was developed in the city with Dove House the local hospice. Recommendations are made for local authorities and schools.

This was a research project carried out in North Yorkshire schools by the loss and bereavement research group of the Educational Psychology Service. The background was an interest in how schools responded to bereaved pupils, whether they had a structured response, trained staff and training needs, from where they sought support and the level of priority given to the area. All three hundred and fifty-three of the county’s primary, secondary and special schools were surveyed by electronic questionnaire and seventy-two, 20%, responded. Parental bereavement was rated relatively highly, although most schools sought outside help after a parental death, a need for training was expressed and there were no consistent support or referral pathways. Schools tended to have an ad hoc response, few had policies, procedures or governors actively involved in the area. Loss was addressed in the curriculum by a third of schools, and a similar number had received training. Schools did not always have a clear understanding of the implications of pupil loss generally with and a narrow view of loss. Recommendations included an increase in training, taking a wider view of loss and having clear referral pathways. Ideas for further areas of research included looking in more detail at schools systems in the area of loss and bereavement.

Scenes of public grieving such as followed the death of Princess Diana bear little resemblance to the ‘taboo’ status of death and bereavement at an individual level. For schools and the support services with whom they work, responding to pupils’ experiences of loss and death, especially of parents, is challenging. This paper draws on research and curriculum initiatives in one region in England to examine the current situation in schools. It then explores ways in which schools may be both more responsive when a death occurs, and more proactive in creating environments in which both pupils and their teachers are better prepared for the challenges which it poses.