• The quality of relationships within the family influences a child’s recovery following the trauma of bereavement. Findings found that even temporary changes in parental capacity can cause great distress to children, so an important factor impacting this is, whether the child feels safe and secure with a loving supportive family, with a surviving parent who is able to parent effectively (Mandelo, B.L & Peery, J.C 2002).
• Disruptions like moving home, schools or separation from family or friends made adjustment to parental death more difficult and distressing. Additionally, the longer the disruption in daily life continues, the greater the impact on children, and more likely to experience emotional instability, feelings of insecurity or loneliness in adult life (Mahon, M; 1999; Thompson et al; 1998; Worden, J.W; 1996).
• Children who have not been told about their parent(s) death or the truth about their death can be particularly vulnerable to experiencing issues related to trust in adult life (Dyregrov, A, 2008).
• All research findings cited above taken from: Ellis, Jackie; Dowrick, Chris; Lloyd-Williams, Mari (2013). The long-term impact of early parental death: Lessons from a narrative study. Journal of Royal Society of Medicine; Feb. 106(2):57-67.
• There has been increased evidence of the long-term impact of bereavement for some children. However, although most children won’t suffer long term adverse effects, generally, bereaved children may have increased vulnerability when facing the developing psychological, physical and social challenges in life (Stikkelbroek et al., 2012; Nielson et al. 2012; Christ & Christ, 2006).
• Bereaved children are one and half more times likely to be diagnosed with a mental health disorder and vulnerability to depression among people who had been parentally bereaved before the age of sixteen (Bolton et al.,2016; Appel et al.,2013; Fauth et al., 2009; Dowdney, 2000; Worden, 1996).
• Post-traumatic stress disorder is linked with high-risk behaviour for children who have suffered multiple losses or traumatic bereavements like suicide or murder (Kaplow et al, 2010; Lueken, 2008).
• A critical protective factor that can influence positive outcomes on a childhood bereavement, is a warm relationship with the surviving parent/caregiver. Other contributing components would be, the degree of support after bereavement, the risk of protective elements in the environment and whether children are helped to regulate their emotional and behavioural responses are significantly key (Penny & Stubbs, 2015; Ribbons McCarthy & Jessop, 2005; Worden,1996).
• The importance of adolescents having someone to talk to is significant in almost all studies. In one study, twenty percent of bereaved participants reported that they had no one to talk to and that it was directly correlated with an increased risk in having participated in bullying or assault. They disclosed that they felt disconnected from their peers and people and that they feared the loss of these relationships if they connected with them. Hence, in order to help mediate the negative effects of bereavement, a strong social network is imperative as this allows opportunity for them to talk about their loss (Lueken & Roubinov, 2012).
• Adolescents/children expressing difficulty following bereavement stated that they approached people who conducted extracurricular activities, playground assistants, support workers or school nurses for support as their jobs generally allowed more time for personal discussions (Spratt et al, 2006).
• Increased risk of underachieving in school compared to their peers. This may be due to reduced concentration, ability to function, psychological and social challenges such as depression and difficulty with friendships (Berg et al., 2014; Abdelnoor & Hollins, 2004).
• Studies into post-traumatic growth (PTG) following bereavement of adolescents/young adults up to 23yrs showed that up to 74% displayed some form of PTG like experiencing increased emotional strength, greater life appreciation and of loved ones, strengthened emotional bonds with remaining family, and new possibilities in life (Hirooka et al., 2017; Oltjenbruns, 1991). PTG outcomes is associated with having parents/caregivers/teachers who provide support and safe environments (Armstrong & Shakespeare, 2011).
• All research findings cited above were extracted from: McLaughlin, Colleen; Lytje, Martin; Holliday, Carol (2019) Consequences of childhood bereavement in context of the British school system. report conducted by the Faculty of Education, University of Cambridge UK and commissioned by Winston’s Wish.

• To provide support to enable children to help bereaved children to remain in same school, with the same friends, live in the same neighbourhood, and where possible, with the same care giver (Mandelo, B.L & Peery, J.C; 2002; Riches, G & Dawson, P; 2000; Mahon, M; 1999; Thompson et al; 1998; Worden, J.W; 1996).
• To provide surviving parent (care giver) with practical support – e.g: help with childcare, housework and financial support (Ellis et al; 2013).
• To sustain social networks and affiliations which are an important source of practical and emotional support. Support must be directed towards the children and not just the parent/care giver if that child is not to feel excluded (Mandelo, B.L & Peery, J.C; 2002; Riches, G & Dawson, P; 2000; Mahon, M; 1999; Thompson et al; 1998; Worden, J.W; 1996).
• To encourage open and honest communication appropriate to the child’s level of understanding and life experiences (Hoogie et al; 2011; Shapiro, E.R; 1994).
• To discuss the complexities of communication with the family members, specifically concerning talking and keeping silent. Also, explore the different meanings associated with sharing grief experiences with each other, especially those from families that, for whatever reason, have been unable to communicate thoughts and feelings prior to the loss (Hoogie et al; 2011; Shapiro, E.R; 1994). 
• To provide someone to talk to whenever the child/adolescent needs it and the appropriate support networks to facilitate this (McLaughlin et al; 2019).

In addition to the above recommendations studies have highlighted that

• Schools have the potential to be a significant support factor in the lives of bereaved children, as the ability of the remaining family to provide this is often reduced due to their own grief. They recommend that the best way to mediate vulnerability at the time of bereavement is to provide children with support mechanisms, such as giving them someone to talk to. Studies have shown that this provision appears to engender significant resilience in the child, which directly reduces the experienced difficulties and the potential for high-risk behaviour (Lytje, 2017b; Dyregrov et al., 2015 & 2008; & McLennan, 2015; Chadwick, 2012; Balk et al., 2011; Holland, 2008; Tracey, 2006). 
• Although the above recommendation is the ideal, studies also show that often teachers lack confidence and feel under qualified to deal with issues relating to emotional wellbeing. They state that teachers worry about discussing mental or emotional health problems with their students (Brown et al., 2017; Spratt et al., 2006).
• Teachers and other adults need to be helped to understand the needs of children who have been bereaved and to develop policies and processes to support them during these difficult times (McLaughlin et al; 2019).