The rationale for introducing Living 
with Change & Loss Education
could be summarised as follows: 

Philosophical
 Bereavement, change and loss are inevitable
in life. As professionals involved in the
ongoing education process, a worthwhile 
Change, Death and Loss programme could
perhaps facilitate some contemplation of 
and preparation for this inevitability. 
Hopefully it could also serve as an ongoing 
catalyst for fulfilment in life itself.

 Educational
 Traditionally, if bereavement and loss 
education occurred it was typically reactive
and confined to a rather awkward  and 
'uncertain' process of monitoring the wellbeing 
of those students who experienced 
bereavement or loss. Perhaps a pro-active 
programme could seek to ensure that all 
students had some exposure to possible 
coping strategies, while simultaneously 
developing personal awareness and mutual
support skills in a positive environment i.e.
 to help all students become skilled in coping 
with change, loss and death throughout life.

Social
 Many young people experience loss through
parental separation and current research 
suggests that some experience serious 
adjustment difficulties: Current research is 
showing that the incidence of depression
has significantly increased among young 
people and suicide is now the greatest 
killer in the 15-25 year age-group
(Kelleher, M. 1996)

Spiritual and Moral
For others  bereavement occurs in an
increasingly de-spiritualised world, where 
traditional support structures associated 
with religious practice andbeliefs are no
 longer guaranteed. The value of life, and 
death as a profoundly significant event, may 
be trivialised in the consciousness of young
 people, as computer games and some 
cinematic experiences present death as
 an almost routine emotionless experience 
Many thanatologists claim that death in the
 western world is becoming 'sanitised',
 'commercialised' and 'routine-ised'.
 (Brown, E. 1997)

Suburbanised Society
 Ireland has become an increasingly 
suburbanised society where rapid social and 
economic change has also meant that the 
extended nuclear family living in close proximity
is no longer the norm (even the traditional 
nuclear family structure is undergoing rapid 
change.) Elderly people frequently live 
geographically and psychologically removed 
from their children and grandchildren. When 
serious illness occurs, hospitalisation and
institutionalised death are the norms. This 
can reduce the impact of illness and death on 
the day to day lives of other family members.
Frequently children and teenagers are no 
longer in close contact with the ageing process,
associated illness and actual death.

Life Expectancy
Life expectancy has increased and an increasing
number of people live in a suburban culture 
where community belonging and cohesiveness
are not guaranteed. It is therefore possible that 
an increasing number of people may not have 
any contact with the loss of a family member 
until they are in their thirties. This can increase 
the difficulties for the bereaved who have not 
developed a sense of the inevitability of death
and loss from an earlier age. According to some 
bereavement counsellors there is increasing 
demand for bereavement counselling among
this age group. It can be difficult to process
the associated grief in a climate of materialism,
where some of the supportive networks (including 
time for quality communication) associated with 
previous generations may not be available.

Staff Development and Empowerment
Faced with the reality of inadequate professional 
counselling, psychological and support services
within Irish schools - almost every teacher   is
confronted  with a significant challenge - in 
attempting to respond to student needs in this
area. Perhaps by investigating the issue of 
Bereavement and Loss Education - teachers, 
pupils and parents could become more confident
and skilled to respond effectively to the inevitable
losses of life. In the process there can be a 
valuable mutual journey of self awareness and 
empowerment. Collectively the above rationale 
highlights the necessity for a closer examination 
of how the school community can initiate an 
enlightened and professional response to a 
complicated pastoral theme.

Programme Objectives