How to create compassionate schools able to engage constructively with death, dying and bereavement in a rural Western educational context was the focus of this research. Grounded theory and a social constructionist lens were used to gain an in-depth exploration of people's experiences of bereavement, death and dying in the context of their school community. Reflexivity combined with critical social theory deepened participants' reflections on how their perceptions are influenced by their social and specific school experience and how they and others may influence these in turn. Twenty-three participants including principals, teachers, parents and students were interviewed. All participants resided in a primary school community setting at the time of the bereavement and had been bereaved of a close friend or a family member (post six months and up to six years). Interviews were semi-structured and included questions about the participants' experiences, unearthing their assumptions and ideas about engaging constructively with death, dying and bereavement. In accordance with grounded theory, analysis and interviews ran simultaneously so that as interviews were being conducted, analysis was occurring, and categories were emerging. New questions were prepared to further investigate participants' main concerns, ways of thinking and how society and culture may influence the understanding of death, dying and bereavement in a school community. Finally, we argue that school communities need to explicitly discuss community members' experiences and preferences for changes in attitudes as well as practical strategies. Empowered schools could then actively navigate the taboo nature of death, dying and bereavement.