Background Trauma-Prevention class for adolescents, as part of P.A.R.T.Y Program (Prevention of Alcohol and Risk-Related Trauma in Youth), was held from 2006 and 2011. From the participant evaluation it became clear that many participants had stronger interest toward psychological trauma than in physical trauma (Kojima 2014). Thus from 2011 a program of “Loss and Grief” had been added. The purpose of the present study is to ascertain the significance of this new program.

Method A free-response evaluation was obtained from the participants of the trauma-prevention class (P.A.R.T.Y Program) for adolescents from 2006 to 2011. The educational effectiveness of the program “Loss and Grief” was assessed through a qualitative analysis of relevant part of the evaluation. Ethical approval was gained from the Ethics Committee at Kitasato University.

Results Response from 74 out of 105 participants were obtained, and the qualitative analysis of the data yielded 74 raw data, 13 codes, 6 sub-categories and 3 categories. Participants construed “Loss and Grief” as an opportunity to learn that experience of loss varies among individuals and that it is important to understand what life and loss mean for oneself. They also learned the importance of thinking for themselves how to respond to loss, but also of mutual support and sympathy.

Conclusion In Japanese high school education there is no class related loss and grief care, thus adolescents do not have the opportunity to learn about the meaning of loss. By including a study of psychological traumas in the prevention of trauma class (P.A.R.T.Y Program), students can learn that the feeling of loss following physical traumas in oneself or dear ones is a natural phenomenon and can also become interested in learning about the emotional significance of loss and its treatment. Henceforth we plan to include “Experience of Loss and Grief Process” into the program and further refine the prevention of trauma class (P.A.R.T.Y Program) by continuously incorporating feedback from participants.