Kevin Bonavia

I wholeheartedly agree, and I commend John and others who have used their experience to help other people. There is nothing better than a person’s own experience for reaching out and supporting people. Every day, an average of 111 children in the UK lose a parent. After charities, schools, local authorities and family members and friends have stepped in, how many of those children fall through the net and have no one to talk to or cope with? Our job is to level the playing field. Not everyone has a fantastic teacher who goes the extra mile, working within parameters of the curriculum, which could allow the teaching of bereavement through links to other topics, such as the family. Not everyone attends a school that has a bereavement policy or a pastoral support team that identifies and supports bereaved children. Not everyone has access to a phenomenal organisation such as Winston’s Wish or Stand-by-me in my constituency of Stevenage—a local childhood bereavement service that launched a “Contact-me” bereavement programme, which offers a whole-school approach to supporting bereaved students. Stand-by-me now has children who have experienced bereavement as young ambassadors. For example, Evie received support from the charity and has helped three other children in her class with similar experiences. There is nothing like the peer-to-peer support of a person who helps somebody they know who feels the same way as them. I thank Evie and the many other children like her who support others in the same situation, but not everyone has a network of family and friends who can step up and find out how to get the right help. Let us stop the postcode lottery and bring grief education into the school curriculum. That will guarantee that at least one effort is made with every child across the country to break the stigma of bereavement. It will foster healthy discussions about what has happened and what is to come, and make those affected feel that they have a network of support they can access safely. I do not believe bereavement education would add a burden to already pressurised schools and staff, because as I have learned in the past few weeks, resources from all the organisations I have spoken with on the petition are ready to do the job. We must be proactive, not reactive. We should not take the risk that a single child in 10 years’ time will tell a story like Mark or John’s. I ask the Government, what is the latest guidance following a recent curriculum review? Can bereavement education be included if that is not already the case? The previous Government left the matter up for review, stating that it could be taught in school if schools wanted that. No more “could”; let us move to “should”, or even “must”. I want to end where I started. The matters in the two petitions are inherently linked, one perfectly complementing the other. With a register for who needs support, alongside the guarantee of intervention in our schools, we will be making an active choice to see all the invisible bereaved children in the UK today. Let us turn isolation into embrace, and do whatever is possible to enshrine both petitions in law and practice as best as we can.