The educational staff, who meet the children and Adolescents in school every day, find it difficult at times to cope with the death of one of them and, out of the sincere desire to protect the other children and Adolescents from emotional pain, often avoid discussing the death which, paradoxically, harms the children and Adolescents by not allowing them to air their feelings of loss (Morgan and Roberts, 2010). This coping is even more complex in relation to the grief of children and Adolescents with disabilities, termed "disenfranchised grief" (Doka, 2002). These children are perceived as being incapable of mourning and experiencing sorrow and pain, and of comprehending them. The aim of the research was to explore the experience and perception of educational staff members in special-education schools as well as their means of coping, support systems and care following the death of a pupil with disabilities. The staff members who participated in the study were interviewed following the death of a pupil in their respective classes. The main findings show that school is a significant source of support in processing the loss for pupils, teachers, and parents alike. We also found that in special-education settings, the nature of the staff's relationship with the children, Adolescents and the families is unique and close-knit. The school staff supported the educators, the family of the deceased child and the rest of the classmates and their parents during the sick child's medical decline before death and after his/her passing. The conclusions emphasize the need to provide the educational staff with continual training in the realm of mourning and bereavement, alongside a request that clear guidelines be written to instruct them on how to act in the event of the death of a pupil (children and Adolescents).

Keywords: Education.