| Sumario: | AbstractDespite a range of empirical research focused on sensemaking in primary relationships, in the emerging field of bereavement experiences of educational professionals, there is a lack of literature that explores sensemaking in special educational need (SEN) teaching staff following a student’s death. 13 SEN teaching staff clustered around 3 students’ deaths were interviewed, with data analyzed using Interpretive Phenomenological Analysis. Results demonstrated that with clear progressive narratives of children’s development and a positive imagined future prior to the student’s death, participants struggled to make sense of the loss. In contrast, where narratives were more degenerative and imagined futures were darker or less well-established sensemaking was easier. Storytelling is a tool that participants used to make sense of bereavement experiences and communicate these experiences to others. In turn SEN schools may facilitate opportunities for story sharing as a tool to help staff manage their experiences.
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