Immersing researchers in sensitive and emotive topics such as death, dying and bereavement may result in periods of conflicting logical thoughts and subjective feelings that need to be acknowledged and supported.

The question to be answered in this research was ‘How do we create compassionate schools?’ which led to the interviewing of bereaved school community members in regional areas in Victoria, Australia. As anticipated, Carla, one of the researchers who had experienced recent family deaths was challenged by particular issues arising in interviews and through the transcribing process. Therefore, the purpose of this article is to discuss this complexity, with grounded theory as a conduit, reflexivity and critical reflection as combined tools and compassion as a way forward. We draw upon Carla’s methodological reflective journal and current health literature concerning sensitive topics in qualitative research.

Recommendations of how to support researchers and research teams managing sensitive topics are provided and suggestions of how compassion can be achieved and extended to researchers are offered.

使研究人员沉迷于诸如死亡，垂死和丧亲之类的敏感和情绪化的话题中，可能会导致逻辑思维和主观感觉相互矛盾的时期需要得到承认和支持。

这项研究要回答的问题是“我们如何创建富有同情心的学校？” 这导致了对澳大利亚维多利亚州地区失去亲人的学校社区成员的采访。正如预期的那样，经历过近期家庭死亡的研究人员之一卡拉受到采访和抄写过程中出现的特殊问题的挑战。因此，本文的目的是讨论这种复杂性，以扎根的理论为指导，反思性和批判性反思为工具和同情心作为前进的方向。我们利用Carla的方法学反思期刊和有关定性研究中敏感主题的最新健康文献。

提供了有关如何支持研究人员和研究团队管理敏感主题的建议，并提供了有关如何实现同情并扩展到研究人员的建议。