Almost every person experiences at least one loss of a loved one in their life as death is the final destination of every life path. Despite that we are not very well prepared for it. We usually push away the thoughts of the end of life and experience it as something that cannot happen to us. Fear at the thought of death is largely the result of cultural context and tabooing constructed by an individual social system. Children have a different image and perception of death than adults which is crucial to be familiar with when offering support and help. It is important to talk to children about death, but pay attention to the concept of conversation that has to be age and development period adapted. It is essential to be aware that the consequences of absence of talk, both in children and teenagers, can lead to long-term problems that can manifest in different fields of life, even the mourning process. Every loss of a loved one is followed by the mourning process which is known to be individualized. Every individual mourns differently and in their own way and the mourning process influences their emotional, mental, spiritual, physical, behavioural and social component. Children and teenagers spend most of their time in school. So, when they experience the death of a loved one, the mourning process enters the school environment with them. The purpose of the master thesis is to overcome the silence and to alleviate tabooing as well as to highlight the fact that the death of a loved one reflects all areas of human life and thus also schooling. The empirical part presents the experience of six interviewees about their perception of the death of a loved one, the mourning process, the recovery and the effect on their schooling. Their life stories, experience and needs helped me find constructive and deconstructive practices of help and support the individuals have received.
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