Why Schools Need Bereavement Support: Helping Children Navigate Grief

Every school will support a grieving child at some point.

The question isn’t whether grief will enter the classroom, but whether we are prepared to respond when it does.

When a child experiences a bereavement, grief doesn’t stay at home when they walk through the school gates. It comes with them into the classroom, onto the playground, and into their friendships, learning, behaviour and wellbeing. Yet many schools, despite their best intentions, often feel underprepared when it comes to supporting bereaved children.

The reality is that schools play a vital role in a child’s life. Children spend a large part of their day there, and often it is teachers and school staff who first notice when something has changed. A child who was once engaged may become withdrawn. Concentration may dip. Behaviour may change. Friendships may become more difficult to navigate.

These are not always signs of a child being “difficult”. Sometimes they are signs of a child carrying grief.

From September 2026, updated Department for Education guidance will explicitly include grief and bereavement within Relationships, Sex and Health Education (RSHE), recognising the importance of helping children understand loss, grief and the fact that these experiences are a natural part of life. For me, this is a hugely positive step forward. The more we normalise conversations about grief, the more prepared we become to support the children experiencing it.

Schools are not expected to become bereavement specialists. However, they are uniquely placed to provide understanding, consistency and support during some of the most difficult times in a child’s life. The guidance also creates an opportunity for schools to build confidence. Many staff want to help but worry about saying the wrong thing. They want to support children but don’t always know where to start.

The truth is, children do not need adults to have all the answers.

They need adults who are willing to listen.

They need adults who are not afraid of the conversation.

They need adults who understand that grief can affect learning, emotions, behaviour and relationships.

Most importantly, they need adults who recognise that every child’s experience of grief will be unique.

At CUBS Bereavement Support, I am passionate about helping create those conversations and supporting the adults around children to feel more confident in having them. Whether that’s through delivering PSHE sessions, staff training, group support or one-to-one support for children, my aim is always the same: to ensure no child feels alone in their grief.

As schools prepare for these important changes to the curriculum, there is an opportunity to move beyond simply meeting guidance requirements and towards creating environments where children feel seen, heard and supported. Bereavement support doesn’t need to be complicated, but it does need to be intentional.

Because grief doesn’t wait until adulthood. And if we want better outcomes for our children, we need to start talking about it sooner.

The inclusion of grief and bereavement within the curriculum is an important step. But meaningful support goes beyond a lesson plan.

It starts with understanding.

It grows through conversation.

And it can make a lasting difference to the children who need it most.

If your school would like to explore bereavement support, PSHE sessions, staff training or support for children and young people, I would love to start a conversation.

Georgia 🤍