HSC CYP 1: Introductory awareness of bereavement in health, social care and children’s and young people’s settings

HSC CYP 1: Introductory Awareness of Bereavement helps you understand how loss can affect children, young people and adults, and what helpful support can look like in health, social care and children’s and young people’s settings. The links on this page take you through the learning outcomes step by step. This introduction brings the themes together so you can revise with confidence and keep your approach sensitive and professional.

Bereavement is something many people experience, but responses can vary widely. There is no single “right” way to grieve. Some people cry. Others feel numb. Some become angry or withdrawn. Grief can change over time, and it is not always a straight line from “sad” to “better”. People may have good days and very difficult days, and feelings can return strongly around anniversaries or big life events.

This unit helps you recognise possible social, emotional, physical and behavioural effects of bereavement. Someone might experience low mood, anxiety, guilt, tiredness, sleep changes, appetite changes, difficulty concentrating, or a drop in confidence. Children and young people may show grief through behaviour rather than words. You might notice clinginess, changes at school, regression (such as bedwetting), anger, or risk-taking. Adults may still be functioning at work while feeling overwhelmed inside. In later life, someone may experience several losses close together, which can be especially challenging.

Age and stage of development make a difference to how a person understands death. A young child may not understand permanence and may ask the same questions repeatedly. A teenager may understand the reality but struggle with strong emotions alongside identity, friendships and exam pressures. Adults may be coping with practical responsibilities, finances, and caring roles at the same time as grief. This is why one approach doesn’t fit everyone.

Culture, religion and personal beliefs can shape how people respond to bereavement, including rituals, language used around death, and expectations about expressing emotion. Some families may prefer open discussion and remembrance. Others may be private. The professional approach is to be respectful and curious, avoid assumptions, and follow the individual’s and family’s preferences within your setting’s policies.

Support in settings is not about “fixing” grief. It’s about being present, listening, and responding appropriately. Helpful strategies often include maintaining routines where possible, offering simple choices, using honest language that matches the person’s understanding, and giving time and space for feelings. For children, predictable routines and a trusted adult can be grounding. For adults, gentle conversation and practical support with daily tasks can help them keep going during a difficult time.

Here’s a practice example: in a school nursery, a child whose grandparent has died becomes tearful at drop-off and wants to stay close to one staff member. A supportive response might include keeping routines steady, offering reassurance, using simple and honest language, and letting the child stay near a trusted adult for a while. Another example: during a domiciliary care visit, an adult who has lost their partner stops eating properly and seems irritable. Rather than trying to cheer them up, you listen, encourage small steps (like a simple meal), and report concerns through agreed ways of working so appropriate support can be considered.

This unit also highlights the importance of boundaries and safeguarding. You should not promise secrecy if a safeguarding concern is shared. You should seek guidance from a supervisor if you are unsure how to respond. Bereavement can make people more vulnerable, and careful, accurate recording and appropriate information sharing may be needed in some situations.

Support is not only for the individual. Workers can be affected too, especially when supporting people through loss or when a situation connects to their own experiences. Knowing what support is available for staff—such as supervision, debriefs, peer support or employee assistance—helps you work safely and sustainably.

As you use the links on this page, keep your answers grounded in respectful practice: noticing effects, responding with empathy, supporting choice, and knowing when to seek help. By the end of HSC CYP 1, you should be able to describe a range of effects of bereavement, explain why responses differ, and outline supportive strategies and sources of help for both individuals and workers.

1. Understand bereavement within health, social care and children’s and young people’s settings

2. Understand the process of grieving and adjusting to bereavement for children, young people and adults

3. Know strategies to help individual children, young people and adults to adjust to bereavement in health, social care and children’s and young people’s settings

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