Mountain child: systematic literature review.

Objectives This systematic review identifies and reviews both peer-reviewed and 'grey' literature, across a range of disciplines and from diverse sources, relating to the condition of children living in mountain communities in low- and middle-income countries. Findings The literature on poverty in these communities does not generally focus on the particular vulnerabilities of children or the impact of intersecting vulnerabilities on the most marginalised members of communities. However, this literature does contribute analyses of the broader context and variety of factors impacting on human development in mountainous areas. The literature on other areas of children's lives - health, nutrition, child mortality, education, and child labour - focuses more specifically on children's particular vulnerabilities or experiences. However, it sometimes lacks the broader analysis of the many interrelated characteristics of a mountainous environment which impact on children's situations. Themes Nevertheless, certain themes recur across many disciplines and types of literature, and point to some general conclusions: mountain poverty is influenced by the very local specificities of the physical environment; mountain communities are often politically and economically marginalised, particularly for the most vulnerable within these communities, including children; and mountain communities themselves are an important locus for challenging and interrupting cycles of increasing inequality and disadvantage. While this broad-scale review represents a modest first step, its findings provide the basis for further investigation

Young people and their understanding of loss and bereavement

A significant proportion of secondary school pupils in the UK have experienced the death of someone close. Bereavement in childhood can have a significant and long lasting impact. The aim of this study was to explore how pupils aged between 12 and 18 understand major loss, death and dying, whom they talk to and the support they access at these times, and their awareness of the range of support available to them. A total of 31 pupils, 108 parents and 37 staff from a large Scottish secondary school took part and data was collected using online questionnaires. A high proportion of pupils had experience of major loss or bereavement and showed significant awareness of their feelings and responses to these. It appears that young people primarily seek support from family and friends, but the role of peers is less well recognised by parents and teachers. The school was recognised as a source of support mainly by teachers

School pupils and their understanding of significant change and losses in life.

The impact of bereavement in childhood is significant. The Childhood Bereavement Network suggests that 78% of 11-16 year olds in the UK have experienced the death of a close relative or friend. Children respond to bereavement in different ways depending on their age and understanding of death. Further evidence suggests that bereaved children experience considerable anxiety in addition to underachieving at school. Pallium Canada, who funded the research, is a Canadian national organisation created to improve the quality of hospice and palliative care services through the development and dissemination of peer-reviewed education, resources and clinical decision-making tools for interprofessional health care providers. Pallium Canada's Compassionate Schools initiative defines a compassionate school as one that includes death education as part of its curriculum and policies and provides a supportive community for pupils, staff and parents. Pallium Canada highlights that 'all natural cycles of sickness and health, birth and death, and love and loss occur every day within these educational institutions.' This study, involving pupils, parents and staff, sought to understand young people's perceptions of loss, death and dying. This collaborative qualitative pilot study was undertaken in conjunction with colleagues in Canada and was designed to gain knowledge of how children of different ages understand loss, death and dying; the support they access and their awareness of what is available to them. The pupils in Canada were of primary school age; whereas the study's Scottish component involved one secondary school with participants aged between 12-18 years. This report focuses on the findings from the Scotland study