ABSTRACT
This chapter introduces some strategies to support an emotionally resilient whole-school culture. A key aspect of whole-school culture in this context was therefore having an embedded school culture which recognised and acknowledged emotion and the impact of emotion on all stakeholders, including, importantly, staff members themselves. The teachers identified that they needed to work in a school that understood and positively responded to the emotional strains they might experience working with a child with a life-limiting or life-threatening condition. The importance of establishing a whole-school culture within which discussions and responses to needs of children with life-limiting or life-threatening conditions can be developed and supported emerged as significant in data from the teachers. The research highlighted the importance of well-developed communication skills as key to development of an effective and supportive whole-school culture. This involves the ability to communicate one's own feelings and to listen to those of others. Effective communication skills therefore involve meeting needs of one and others.
