“I Could Hardly Breathe”: Teachers’ Lived Experiences of Bereavement After the Violent Death of a Student
Bibliographic record
Abstract
Teachers’ bereavement experiences after the violent death of a student consist of an area that warrants more study, given the increased risk of experiencing persistent complex bereavement due to the traumatic nature of violent deaths. A phenomenological methodology was adopted to explore teachers’ experiences after the violent death of one or more of their students. Interviewing five participants revealed that such experiences are both personal and professional. Students and teachers can form strong, long-lasting bonds that act as the foundation for understanding the bereavement experienced when students die. Participants identified several barriers that can arise when seeking help. Collegial support was reported to be important for teachers’ journeys of healing. In regards to counselling, teachers’ needs immediately following such a loss may differ from ongoing counselling needs. Follow-up counselling support (utilizing a trauma and bereavement lens), targeted 1 or more years after the loss, may be more important than previously considered.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.016 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.018 | 0.016 |
| Scholarly communication | 0.007 | 0.005 |
| Open science | 0.003 | 0.010 |
| Research integrity | 0.004 | 0.009 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".