Supporting, caring for and working with bereaved children is both daunting and challenging, yet not much is known about how schools can help children to cope with death and dying. The main objective of this study was to identify approaches used to support children who are grieving, and to explore implications for teachers. The use of retrospective autoethnography sets out this review as a practitioner enquiry‐based project. A systematic review of literature involving school‐aged children was undertaken. The focus of these studies was on approaches to death and dying taken by children, parents and teachers—which helped recently bereaved children to cope. The studies all relate to children aged 3–18. Four databases were searched, up to and including the spring of 2019: British Education Index; Child Development & Adolescent Studies; ERIC; and PsycINFO. The included studies were analysed using a qualitative enquiry model which draws on metaethnography. Abstracts and titles of 765 articles were examined. Following the selection process, 15 studies were included. All of the studies were peer‐reviewed, published after 2000 and used qualitative methods of data collection (interviews, ethnographies, a case study and observations). Encouraging children to openly communicate, find comfort in various ways and express emotion regularly were the most common approaches. The results indicate that if the correct approaches are taken, children can feel supported during a challenging and fearful time in their lives. Future research is required on the effects of specific teacher‐led approaches in schools.