“Sometimes I feel like I’m not supposed to think about death, but I do anyway” - exploring the topic of death with children in schools to help them find meaning and foster their wellbeing
Bibliographic record
Abstract
Abstract The quest to give a meaning to life has spanned centuries, from Plato to the existentialist philosophers and psychologists in the 20th century. Among existential questions that are quasi-universal, those around death occupy a large place. Children, just like adults, strive to allocate and question the meaning of life—and death. In this review and commentary, we will outline how acknowledging and exploring children’s existential questions about death can help them find meaning in life and foster their wellbeing. Anchoring our discussion in existential psychology and discussing how founding principles of this approach can be translated into a pedagogy of death, we aim to show how navigating difficult and potentially distressing questions and emotions related to death with children can have beneficial impacts on their mental health, notably in schools. Specifically, we will reflect on and offer recommendations for how we can talk about death with children in school settings.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.017 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.018 |
| Scholarly communication | 0.006 | 0.010 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.004 | 0.009 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".