Bereavement following a fatal overdose: The experiences of adults in England and Scotland

Aims: Overdoses contribute disproportionately to drug-related deaths (DRDs) in the UK, yet little is known about the experiences and needs of those who are bereaved by such deaths, and how their experiences and needs might differ from other bereavements associated with substance use. Methods: An interview study with 32 adults in England and Scotland (part of a larger study). Findings: Five themes describe the core experiences of this group of bereaved people: drug use, the death, official processes, stigma, and overdose awareness and prevention. Together, these findings offer new insights in to the key features of this type of bereavement; for example, living with substance use including previous overdoses, difficult circumstances surrounding the death, having to negotiate the complex procedures involved in processing the death, the stigma such deaths attract, and feelings of guilt, self-blame and an unworthiness to grieve. Conclusions: There are ways in which bereavement following an overdose differs from bereavement following other deaths associated with alcohol or drugs. Understanding the experiences and needs of this marginalised group can help improve support for them. Furthermore, this group’s experience of witnessing and/or responding to previous overdoses indicates the value in prevention programmes targeting relatives/friends. © 2016 The Author(s). Published by Taylor & Francis

Deepening Inclusive and Community-Engaged Education in Three Schools: A Teachers' Resource

In 2009 the Toronto District School Board (TDSB) initiated the Inclusive Schools three-year pilot project with the intent to engage teachers, teacher educators, students, parents, staff, and administrators in investigating and developing effective inclusive curriculum and instructional practices that could be implemented in classrooms and school-wide. In addition, the project aimed to identify practices and factors that contribute to improved student engagement and learning and that strengthen community connections. Over a three-year period, three TDSB elementary schools - Carleton Village Public School, Flemington Public School, and Grey Owl Junior Public School - carried out 19 school-based inquiries. School-based inquiries were grounded in a professional learning process that emphasized inquiry, partnership, collaboration, action and reflection, and professional choice and responsibility. Participants had different understandings and experiences, which they brought to their particular investigations. This teachers’ resource contains reports on school-based inquiries into effective inclusive curriculum practices. It is intended for teachers who are considering the integration of inclusive approaches in their day-to-day work in schools. As such, the purpose of this resource is to contribute toward understanding how to support student learning and ongoing teacher education in ways that are responsive to today’s educational context