High death anxiety and ambiguous loss: Lessons learned from teaching through the COVID-19 pandemic

ABSTRACT

For gerontological educators, topics such as mortality, loss, and end-of-life issues often emerge or are central in their courses. However, teaching in the era, and aftermath, of the COVID-19 pandemic has heightened the salience of death and loss, raising questions about best practices and teaching pedagogies to support student learning amidst a global crisis. This qualitative study utilized written narratives collected during the pandemic from students enrolled in an undergraduate thanatology course. Content analysis of written narratives (n = 44) revealed three themes that can help inform strategies to best support student learning during challenging times. Participants desired more flexibility; compassion and understanding; and more targeted resources and socioemotional support. Results have immediate implications for educators teaching during the pandemic and for years to come. We provide recommendations for teaching and learning support, as well as advocate for more university and community-based thanatology and gerontology education offerings.

KEYWORDS:

• Death anxiety
• ambiguous loss
• young adults
• undergraduate education
• learning strategies
• curriculum infusion
• COVID-19

Acknowledgments

We would like to acknowledge the students who shared their experiences with us. Without their voices, this research would not be possible.

Disclosure statement

The authors have no conflicts of interest to declare.