ABSTRACT Research exploring the well-being and pastoral care of pupils attending primary and post-primary schools has become an issue of increased discourse and growing national and international concern in recent years. Society often expects that teachers can support or facilitate pupils experiencing such issues; however, there is little research that explores whether pre-service teachers encounter these issues on school placement and how they approach such concerns if they do. This paper reports on a study of pre-service teachers (N = 354) from the Republic of Ireland (RoI) and Northern Ireland (NI) and the frequency with which they encountered issues relating to bereavement, separation and divorce (BeSAD). To address the training needs, six semi-structured interviews with experts in the area of BeSAD and Initial Teacher Education (ITE) are also included. The quantitative component of the research indicated that nearly half of the pre-service teachers had encountered pupils who had experienced some form of BeSAD whilst on school placement. Respondents lacked confidence when supporting pupils experiencing BeSAD, particularly in relation to separation and divorce. The interviews conducted with experts from NI and the RoI (N = 6) identified the core role that teachers play as advocates for pupils who have experienced BeSAD.

中文翻译：

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BeSAD……“这真是一次糟糕的经历”：探索职前教师的经验和培训需求，以支持经历丧亲之痛、分居和离婚问题的学生

摘要 近年来，探索小学和中学后学生的福祉和教牧关怀的研究已成为越来越多的讨论和越来越多的国家和国际关注的问题。社会通常希望教师能够支持或帮助遇到此类问题的学生；然而，很少有研究探讨职前教师是否在学校安置方面遇到这些问题，以及如果遇到这些问题，他们将如何处理。本文报告了对来自爱尔兰共和国 (RoI) 和北爱尔兰 (NI) 的职前教师 (N = 354) 的研究以及他们遇到与丧亲之痛、分居和离婚 (BeSAD) 相关问题的频率。为满足培训需求，还包括对 BeSAD 和初级教师教育 (ITE) 领域专家的六次半结构化访谈。研究的定量部分表明，近一半的职前教师遇到过在学校安置期间经历过某种形式的 BeSAD 的学生。受访者在支持经历 BeSAD 的学生时缺乏信心，尤其是在分居和离婚方面。对来自 NI 和 RoI（N = 6）的专家进行的采访确定了教师作为经历过 BeSAD 的学生的倡导者所扮演的核心角色。受访者在支持经历 BeSAD 的学生时缺乏信心，尤其是在分居和离婚方面。对来自 NI 和 RoI（N = 6）的专家进行的采访确定了教师作为经历过 BeSAD 的学生的倡导者所扮演的核心角色。受访者在支持经历 BeSAD 的学生时缺乏信心，尤其是在分居和离婚方面。对来自 NI 和 RoI（N = 6）的专家进行的采访确定了教师作为经历过 BeSAD 的学生的倡导者所扮演的核心角色。