"Like a fragile bit of glass": voices of bereaved post-primary pupils and their school staff: an exploration of policies and supports in Northern Ireland

This study explored the policies, practices, and lived experiences surrounding bereavement support in mainstream post-primary schools in Northern Ireland. Using a mixed-methods design, the research addressed three core aims: (1) to examine current bereavement-related policies and practices in schools and gather staff perspectives; (2) to explore bereaved pupils’ lived experiences of receiving school-based support; and (3) to amplify pupils’ voices regarding how schools can best support them. Quantitative data were collected through a staff survey (n=30), while qualitative data included open-text responses from the survey and in-depth interviews with bereaved pupils (n=4). Pupil interviews were analysed using Interpretative Phenomenological Analysis (IPA), and staff responses were examined through directed and summative content analysis. Key findings revealed that only 30% of schools had a written bereavement policy. Staff commonly cited a lack of training, limited time, and low confidence as barriers to providing effective support. A statistically significant association was found between the presence of a bereavement policy and the likelihood of schools having designated staff for bereavement support. Three Group Experiential Themes emerged from the pupil interviews: (1) It’s my story to tell—the importance of autonomy in choosing when, what, and with whom to share; (2) Know me to help me—the value of established relationships and personalised responses; and (3) Let me step back to step through it—the need for safe spaces and time out for emotional regulation. The findings highlight a disconnect between pupils’ emotional needs and existing school practices. Both staff and pupils expressed a clear need for more structured, consistent, and person-centred support systems. The study concludes with key implications for Educational Psychologists and other stakeholders, advocating for proactive, individualised, and pupil-led approaches to bereavement support in schools. Thesis embargoed until 31st December 2028.