The world has experienced unprecedented deaths and losses related to COVID-19. The daily reporting of deaths at the height of the pandemic created apprehension and fear. This fear was realised when a family member, friend, friend-of-a-friend or colleague died from COVID-19. The lack of physical human contact through daily interactions at work or socially created physical, emotional, psychological isolation and mental health issues. The losses have impacted on both academic staff and nursing students in different ways from financial, social, mental, psychosocial and physical loss.
Death during the pandemic is a subject that can be spoken of widely but in the context of cultural differences this has impacted our students and staff greatly. In the African and Afro-Caribbean cultures and societies the grieving process can be complex. It can be expressed openly and requires close and extended families to gather and offer their condolences in person. There are rituals and preparation of the dead for their final journey, there is a period of mourning depending on culture—such rituals would have been interrupted and in some cases suspended. Being able to bury one's dead and carry out the rituals that go with the passing of a life is embedded in faith beliefs and cultural norms. Not being able to observe these rituals or even attend the funeral of those who have died can have a profound impact on the grieving process. During the pandemic, funeral arrangements were challenging as restrictions and guidelines to limit the spread of COVID-19 were in place in almost every country. Numbers of those who could attend funerals were limited. For the African and Afro-Caribbean cultures this had huge implications. Many staff and students were not able to travel abroad and lay to rest their family members. Many staff and students would have ‘attended’ funerals virtually through video calls or live streaming. Many families abroad would not have had the privilege of access or resources to take part in funerals in this way.
Different higher education institutions (HEIs) would have had bereavement and mental health services in place for staff to refer students to. Under normal circumstances, students have professional and personal development tutors (PPDT) and academic advisors for academic guidance and support. Through this interaction, they often develop special and trusting relationships. During the pandemic, PPDT support became more significant. With lecturers working from home, communication between students and lecturers was impacted. Physical comfort was not possible. Students who could not be with family were also hindered in getting comfort from friends or peers. For a generation that has relied heavily on social media, their many networks, from university would have played a huge role.
Kübler-Ross (1969) opined on the stages of grieving, seeing it as a non-cyclical process with individuals moving back and forth between phases. Personal experience has shown the authors how difficult it can be to navigate the restrictions on funeral services and burial details right up until the day itself. Not to be able to give the departed the expected send-off or observe cultural rights can affect the psyche of those left behind. There was the trauma of being unable to travel to bury a loved one; not being able to either see the body or enact family last offices as culturally dictated. Questions remained: how were these people cared for or supported? What happened to the people who had no religious envoy to whom they could turn for solace if isolating? How do HEIs support them during times of grief? Initially the team would say: offer counselling services if available. But if your cultural customs mean you do not involve outsiders in family concerns, what else is there?
Although the global daily reporting of COVID-19 deaths may have eased, the impact of those deaths remains. However, families and friends are now finally able to get back together, locally and globally, to grieve and begin to heal in cultural safety.