Never in our lifetimes have we had to contend with such unprecedented changes to our lifestyles and threats to our health and wellbeing than in the past two years. Although the subject of death has become a part of everyday life, we tend to avoid talking about it, let alone teach and learn about death in the classroom. While teaching death and dying over the last few years, we realized that students take this course for various reasons. Some students are taking it because it sounds interesting or fun. Other students take the class to understand a past loss or an anticipated loss of a loved one such as a grandparent. We have also had students who want to know more about the deeper meaning of death and what would happen after death.
Despite our denial and avoidance, death or dying does not take a vacation —it is inevitable. Death touches everyone and can impact anyone at any time. We all have shared experiences with death, dying, and bereavement through the expected or unexpected loss of a friend, pet, or family member. Given that death is part of our living, we would like to share some of our teaching tips to help facilitate these conversations about death and dying with undergraduate students.
Acknowledge students’ death socialization
Teaching about death and dying is part of their socialization experience. Just like children develop their own concepts of death and coping mechanisms, undergraduate students may or may not have experienced death directly. For instance, some may have had someone close to them die like a parent, whereas others’ knowledge about death may only be to the extent they have seen it on TV. Be aware of the different levels of exposure students have, as well as provide a safe space to share those personal experiences surrounding death.
Recognize cultural diversity
It is important to remind ourselves and students that death occurs in a cultural and historical context that prescribes what to do when people deal with the death of someone they know or confront their own death. The way we understand the death and dying experience can be completely different depending on the culture and context. In particular, we may see cultural, regional, and religious differences in how we grieve, conduct end-of-life care or funeral rituals, and discuss death.
Use media and movies
There are many excellent end-of-life movies and shows that can engage students and stimulate discussion about death and the dying process. Below is a list of movies that address death and grief with many insightful messages. Books, such as Being Mortal by Atul Gawandeopens in new window, may also be useful tools.
Incorporate current events or controversial end-of-life topics
Death, in some shape or form, is a predominant topic in the daily news, whether we are consciously aware of it or not. Although it is important not to dwell on death, we should make sense of death-related current events, such as COVID-19, natural disasters, war, etc. Students will be able to see the relevance of the topic and connect it to multiple realms of their life. Moreover, provide multiple perspectives on controversial topics, such as death with dignity laws and the death penalty. These are subjects that some students have never thought of before and can spark intriguing discussion.
Invite guest lecturers
Having guest lecturers and experts from the community can provide the opportunity for students to learn about real-world experiences and potential future career paths. Local funeral directors, attorneys, and hospice workers can help students understand and learn the death rituals, legal processes, and end-of-life practices in their community.
Provide resources and be empathetic
As noted above, some students are taking this course to cope with their current or expected loss. They may be directed toward grief counselors or therapists, but they often want to find peers who share similar experiences. Put together local and national resources such as information regarding advance care directives, the suicide prevention hotline, upcoming death cafes, or other social support group meetings. Students may not only find it personally helpful but may also want to share those resources with others who may need them. Plus, most resources are free and readily available online. In your teaching role, remember that the topic of death can be emotionally challenging, so be empathetic and encourage students to practice self-care.
We hope these tips are helpful for your planning a class on death and dying. We have been pleasantly surprised to find that students are receptive to the concept of death when they are given many opportunities and discussion topics that help them to think and to challenge their thoughts on this interesting subject. We may find that learning about death may actually teach us something about how to live.
About the author
Jeong Eun Lee (JEL), PhD, is an assistant professor and aging state specialist at Iowa State University and affiliate of the gerontology program of Iowa State University. Her research focuses on community programs for older adults and caregiving in late life. Currently, she is teaching a course titled “Death as a part of our living.”
Natasha Peterson, MS, is a PhD student in gerontology at Iowa State University. Her research interests include later life disability, caregiving, and end-of-life care.