The Empty Desk

Closure and Commemoration

Homebound

Homework

No Easy Answers

Q & A

Resources

Show & Tell

Survivors

The Empty Desk

Wish List

by Jill Fairhurst Taylor

On November 2, 1994, Tara Dunn, a beautiful child in my classroom, died of cancer. In my fourteen years of teaching, I'd never had to deal with the death of a student in my classroom, thus leaving "The Empty Desk." I found as I began to look for answers that there were very limited resources available to help the teacher coping with this tragedy. This webpage, then, is for you, the educator faced with your own empty desk.

Throughout this resource guide, you will find possible strategies for guiding you and your students through this difficult experience. We will begin from the time before a child with a life-threatening illness enters your classroom, to the time when you work with the survivors to deal with the grieving process until you can finally commemorate with joy the life that was. There are no easy answers that will work for every classroom setting. No one but you can know the needs of the children in your classroom. Hopefully this webpage will give you some concrete suggestions and will serve as a reminder that you are not alone.

As a teacher, you have the chance to make a difference. While this is a great responsibility during a typical day, it is especially important when death finds its way to your classroom. For me, the responsibility weighed heavily. The beauty and strength I discovered within Tara and my surviving students taught me that in all of life's experiences, even in death, there is the chance for positive growth and inspiration. It is my hope that your empty desk come to represent not an ending, but a new beginning for you and the children in your classroom.

Jill Fairhurst Taylor

Okay, So What Do I Do Now?

Discovering that a child with cancer or any other serious illness will be a member of your classroom family can be a very frightening experience. Questions come to the forefront immediately, many of which focus on the medical issues for which teacher training did nothing to prepare you. These fears and questions are normal and important because until you feel comfortable with the situation, it will be difficult for you to do your job effectively for the critically ill child and the rest of your class.

Putting your fears and questions on paper can be a helpful way to really focus on our specific concerns. For example:

• What if the child sustains an injury?
• Does the child have special medicines that need to be taken at school?
• What are the physical limitations of the child?
  Are there any outward signs that might be an embarrassment to the at-risk child or provide the oppurtunity for a cruel remark from a classmate?
• What about gym class, lunch, and recess?
  How can I meet the needs of my other students as well as those of the serious ill child?

The questions are endless and very individualized to the child and to you. It is important to get your thoughts in order so you can get the answers that you need when you do your homework.