The experience of bereavement is common for children. Often coming unexpectedly, death interrupts everyday life and a child’s reality becomes a social, emotional and developmental world of chaos. The potential impact of the death is highly unpredictable and complicated. There is no doubt, however, that the experience can be very memorable and stressful. Approximately 112 children are newly bereaved each day in the United Kingdom (Childhood Bereavement Network, n.d.); and, that only reflects those aged 0-17 who experience the death of a parent. Children will grieve deeply as they encounter many uncontrollable changes in, but not limited to: family structure; family finances; geographical location; school; friendships; academic competency; perspectives on life; and love and security. The impact a death is having on a child can relate to behaviour and academic performance, as well as having serious implications on physical and mental health (Funk, Jenkins, Astroth, Braswell and Kerber, 2018; Holland, 2008; Schlozman, 2003). Whether it’s the death of a parent, brother, sister, friend, grandparent or other loved one, what truly matters is how the child is feeling and how they are supported. Bereavement may impact adversely over the medium and long term (Holland and Wilkinson, 2015); grief is an ongoing process (Mannarino and Cohen, 2011). Many people will offer their sympathy to children and families - expecting that time will allow them to 'get over it' and 'move on'. However, similar to adults, children learn to live with loss. The death becomes a part of who they are as they adapt to a new life without their loved one. When grieving, children require those around and close to them to help them cope. As a significant part of a child's life, this includes teachers and staff within schools. Yet, research does suggest that practitioners need support in approaching death and dying in the classroom. This review explores the literature on approaches used to support children who are bereaved. The intended audiences for this article are teachers, policy-makers, scholars and any other professionals who may work with bereaved children. The eight emergent themes that were identified in this study are not necessarily what adults think is best for bereaved children – but the evidence captures the voices of children who have directly experienced death and is a reflection on how they were (or were not) supported. Adults do have a key role in supporting children experiencing grief and this article outlines how this can be approached in a sensitive, meaningful and hopeful way.

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有关以下内容的上下文和含义文件：死亡和垂死：对用于支持丧亲儿童的方法的系统评价

丧亲的经历对于儿童来说是很普遍的。死亡经常意外地出现，打断了人们的日常生活，孩子的现实变成了社会，情感和发展混乱的世界。死亡的潜在影响是高度不可预测和复杂的。但是，毫无疑问，这种经历会给人留下深刻的印象和压力。在联合王国，每天大约有112名儿童受到新的丧亲（儿童丧亲之网，nd）；并且，这仅反映了0-17岁经历过父母死亡的人。当孩子们遇到许多无法控制的变化时，他们将深感悲伤，但不仅限于：家庭结构；家庭财务；地理位置; 学校; 友谊；学术能力；人生观；和爱与安全。死亡对儿童的影响可能与行为和学习成绩有关，并且对身心健康也有严重影响（Funk，Jenkins，Astroth，Braswell和Kerber，2018年; Holland，2008年; Schlozman，2003年）。无论是父母，兄弟，姐妹，朋友，祖父母或其他亲人的去世，真正重要的是孩子的感觉以及他们的抚养方式。丧亲可能会在中长期产生不利影响（Holland and Wilkinson，2015）；悲伤是一个持续的过程（Mannarino和Cohen，2011年）。许多人会向儿童和家庭表示同情-希望这段时间能让他们“克服困难”并“继续前进”。但是，与成年人相似，儿童学会迷失地生活。死亡成为他们所处地位的一部分，因为他们在没有亲人的情况下适应了新的生活。悲伤时，孩子需要周围和附近的人帮助他们应对。作为儿童生活的重要组成部分，其中包括学校内的老师和工作人员。然而，研究确实表明，从业者在课堂上接近死亡和死亡时需要支持。这篇评论探讨了用于支持丧亲儿童的方法的文献。本文的目标读者是可能与丧亲儿童一起工作的老师，政策制定者，学者和任何其他专业人员。这项研究中确定的八个新兴主题并不一定是成年人认为最适合丧亲儿童的主题，但证据捕捉了直接经历过死亡的儿童的声音，反映了他们如何（或不被）支持。成人确实在支持儿童经历悲伤方面起着关键作用，本文概述了如何以敏感，有意义和充满希望的方式来解决这一问题。