Palliative care and social practice · 2026
Youth awareness on death and dying in school settings: A scoping review on knowledge and practices.
СтатьяОбзорНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Allard Emilie, Coupat Clémence, Létourneau Dimitri, Fortin Gabrielle, Nguyen Olivia, Lessard Sabrina
Аннотация
BACKGROUND: School is a key setting for a child's cognitive, social, and civic development and may therefore offer a promising space to open dialogue about death and dying. Yet awareness-raising practices on death and dying in schools can be difficult to identify within the abundance of scientific and practical writings. To support school staff and enrich curricula with coherent and context-sensitive approaches, we sought to map existing practices to better understand the levers, barriers, and conditions for success.
OBJECTIVES: To explore the current state of knowledge and practices on awareness about death and dying (ADD) in the school context, and answer these questions: 1) How is ADD addressed in school settings? 2) What are the views of young people, parents, and school personnel on raising ADD? 3) What factors influence such ADD?
DESIGN: This scoping review followed Levac's methodology.
METHODS: Searches were performed in 17 scientific and grey literature databases, complemented by reference tracking and community partners' consultation. Data were charted by research questions and analyzed using content analysis.
RESULTS: 35 writings (2010-2023) were included. Various awareness-raising practices combining multiple activities were identified, emphasizing the value of multimodal approaches that engage cognitive, emotional, and creative dimensions. Interdisciplinary collaboration with community organizations was frequently requested to support ADD practices. Perceptions of ADD were generally positive, though nuances emerged among young people, school personnel and parents. Our results identify numerous factors that influence ADD, span between individual, family, school, and sociocultural levels, showing the multidimensionality and systemic nature of this phenomenon.
CONCLUSION: ADD in schools is shaped by its context, such as collaboration between interested parties, teacher training, sensitive practices, and supportive policy frameworks enabling meaningful curricula integration. Without clear political and institutional support, initiatives remain fragile and dependent on isolated actors.
OBJECTIVES: To explore the current state of knowledge and practices on awareness about death and dying (ADD) in the school context, and answer these questions: 1) How is ADD addressed in school settings? 2) What are the views of young people, parents, and school personnel on raising ADD? 3) What factors influence such ADD?
DESIGN: This scoping review followed Levac's methodology.
METHODS: Searches were performed in 17 scientific and grey literature databases, complemented by reference tracking and community partners' consultation. Data were charted by research questions and analyzed using content analysis.
RESULTS: 35 writings (2010-2023) were included. Various awareness-raising practices combining multiple activities were identified, emphasizing the value of multimodal approaches that engage cognitive, emotional, and creative dimensions. Interdisciplinary collaboration with community organizations was frequently requested to support ADD practices. Perceptions of ADD were generally positive, though nuances emerged among young people, school personnel and parents. Our results identify numerous factors that influence ADD, span between individual, family, school, and sociocultural levels, showing the multidimensionality and systemic nature of this phenomenon.
CONCLUSION: ADD in schools is shaped by its context, such as collaboration between interested parties, teacher training, sensitive practices, and supportive policy frameworks enabling meaningful curricula integration. Without clear political and institutional support, initiatives remain fragile and dependent on isolated actors.