How children understand death at different ages

Children of different ages may have different reactions when someone close to them is dying. They may need different kinds of support.

How children understand death

The way children understand and react to death can depend on their age and their level of maturity. It may also depend on whether anyone else close to them has died and any spiritual beliefs they might have.  It may be helpful to know how your children might react before you talk to them. Emotional reactions in children and teenagers can also appear as physical symptoms, such as headaches or stomach (tummy) aches. There may also be changes in their behaviour.

You may find yourself becoming upset or tearful when having difficult conversations with your children. This is normal and can help children understand that sometimes adults cry too when they feel upset. It can help your child know it is okay for them to cry and express their emotions.

We have more information about preparing a child for loss and talking to children and teenagers when someone close to them is dying.

Winston’s Wish, Hope Support Services and Child Bereavement UK also have information about how children grieve at different ages.

Very young children (aged under 3)

It can be difficult to know how much a child under 3 understands about death. They are likely to sense that something very serious is happening, even if they cannot understand what death means. Their grief might show in behaviour changes. Some children in this age group may go back to an earlier stage of development. For example, a child who is on solid foods may only want to drink out of a bottle, or potty-trained children may stop using the toilet.

You may find the following tips useful when supporting very young children:

  • Ask for support from healthcare professionals on how you can plan for the changes in your child’s life and future care.
  • Try to arrange for your child to spend as much time as possible with the person or people who will be caring for them in the future.
  • Write down what your child does or does not enjoy so they can continue in a routine that works for them. For example, you could make a list of the music, food or books they like.

Young children (aged 3 to 5)

Children aged 3 to 5 may have an awareness of separation and death, but they may not understand what it means in the way older children do. For example, they may imagine that a dead person will come back or is living somewhere else. Children may show some changes in behaviour. They may be upset one moment and then behave as they would do usually in the next moment.

You may find the following tips useful when supporting young children:

  • Keep reminding children that their parent or close relative does not want to die and leave them. But explain that when it does happen, they will not be able to come back.
  • Keep to everyday routines when you can.
  • Let them know that the cancer is not their fault.
  • Reassure them that cancer is not contagious, and they cannot catch it.
  • Ask someone that you and the children know and trust to keep a special eye on how they are coping and feeling. Tell the children who you will be asking to do this.
  • Tell someone you trust at playgroup, nursery or school what is happening, so that extra support can be arranged.

Older children (aged 6 to 12)

Children aged 6 to 12 know about death, but they may not always understand the emotions they feel. By about 8 or 9, children begin to understand death more like adults do. But they may still believe that if they are very good, the person who has died may come back.

They are more likely to worry that death is frightening or painful. Children in this age group have more vocabulary to understand their thoughts and feelings. Some will share how they feel, but others may become more withdrawn.

You may find the following tips useful when supporting older children. The suggestions for children aged 3 to 5 will still be helpful to many children in this age group.

  • Use books to help talk about the end of life.
  • Let them know they can ask questions, and talk to them about the best people to answer them.
  • Suggest that they write, draw or paint as a way of expressing how they feel.
  • Encourage them to continue with schoolwork, activities they enjoy and friendships.
  • Let them know it is okay to enjoy themselves, and also to be sad.
  • Give them small helpful tasks to do. For example, they could put flowers in a vase or bring you a glass of water.
  • Explain the situation to a teacher. You may also want to explain what is happening to a few parents of your child’s close friends, who you know they trust. They may also want to offer support.
  • If you are able to have a short walk, it may help to talk while walking. Or find a time when you are sitting side by side, such as on a car journey. This may help if your child struggles with serious conversation face to face.

Teenagers

Teenagers may find it harder than younger children to cope with the news that someone is dying. They are old enough to know that this means a major change and loss in their life. They are likely to experience confusion and shock. They may feel numb to begin with, then have a delayed reaction.

They may cope in ways that are difficult for you to understand or deal with. This might include:

  • expressing anger
  • missing school
  • risk-taking or anti-social behaviour.

Some teenagers refuse to talk about what is happening. In this situation, it may help to leave them to talk when they are ready. Others may try to become closer to their parents. They may get angry with you or your partner in ways that can seem thoughtless. They may then feel guilty about how they have acted or blame themselves for you becoming ill. Or they may feel bad about spending time with their friends.

Teenagers need to know that there is no right or wrong way to feel at this time, and that it is okay if their feelings keep changing.

You may find the following tips useful when supporting teenagers:

  • Ask them what they are most worried about. Sometimes their biggest worries are something that you can reassure them about.
  • Ask them if they want to be included in any talks or discussions, in the same way as you would include an adult. This might depend on the age of the teenager.
  • Make sure that they know someone is available to listen if they need support at school and at home. Support may also be available from those involved in supporting the dying parent, guardian or close relative, such as healthcare professionals.
  • Help them see that talking about feelings is a positive and mature way of coping. Encourage them to talk to someone they are close to, such as their friends, a relative, a family friend or a trusted teacher.
  • You could also ask if they would prefer to talk to a counsellor. It can be easier to talk to someone more removed from the situation.
  • If they struggle with talking about how they feel, suggest they write a journal or poem, or draw or paint about how they feel.
  • Give them time and space to themselves when they want it.
  • Tell them about useful sources of information and support.
  • Encourage them to keep up with their friendships, activities and normal life as much as possible. Remind them that it is okay to have fun and do things they enjoy.
  • Keep to usual rules and boundaries. These can be even more important now than before, as they can help teenagers feel safe.
  • If your teenager is using alcohol or drugs as a way to cope, their GP or other members of your healthcare team can suggest the best support services for them to access. The Young Minds website has more information to support you and your teenager.

For teenagers who are looking after someone who is ill, we have information about being a young carer for someone with cancer

Children with special educational needs or disabilities

Children with special educational needs and disabilities (SEND) can find change hard. Some may find death difficult to understand. Usually, they will cope better if they are involved in a situation and are prepared for it. As you are closest to the child, it is up to you and your family to decide how much information needs to be shared. You might be nervous about telling your child, but it is likely that they will cope better if you are honest with them.

A child’s understanding of death will differ depending on the child’s developmental stage and whether they have experienced a death before. Winston’s Wish has more information about this.

When explaining about what is happening, you might find it helps to use visual supports such as photographs, drawings, symbols and images. You might have to explain things or answer questions more than once.

If possible, try to keep your child’s routine and surroundings the same. Reassure your child that they will always be looked after.

It might be useful to include any support workers involved in the child’s care, so that you can all communicate in a consistent way about what is happening.

About our information

This information has been written, revised and edited by Macmillan Cancer Support’s Cancer Information Development team. It has been reviewed by expert medical and health professionals and people living with cancer.

  • References
    Below is a sample of the sources used in our information. If you would like more information about the sources we use, please contact us at informationproductionteam@macmillan.org.uk

    Bergman, A-S et al. When a parent dies – a systematic review of the effects of support programs for parentally bereaved children and their caregivers. BMC Palliative Care. 2017; 16:39. Available from bmcpalliatcare.biomedcentral.com/counter/pdf/10.1186/s12904-017-0223-y.pdf [accessed October 2023].
    Estroff Marano, H. How Losing a Parent Affects Young Children: Some carry the parent inside them, and benefit from it. Psychology Today. 2022. Available from www.psychologytoday.com/gb/blog/experimentations/202202/how-losing-parent-affects-young-children [accessed October 2023].
    Rapa E, et al. Experiences of preparing children for a death of an important adult during the COVID-19 pandemic: a mixed methods study. BMJ Open 2021;11: e053099. Available from bmjopen.bmj.com/content/bmjopen/11/8/e053099.full.pdf [accessed October 2023].
    Wray A, et al. BMJ Supportive & Palliative Care 2022;0:1–12. Doi:10.1136/bmjspcare-2022-003793 Available from spcare.bmj.com/content/bmjspcare/early/2022/11/15/spcare-2022-003793.full.pdf [accessed October 2023].

Dr Viv Lucas

Reviewer

Locum Consultant in Palliative Care

Sue Ryder

Date reviewed

Reviewed: 01 October 2023
|
Next review: 01 October 2026
Trusted Information Creator - Patient Information Forum
Trusted Information Creator - Patient Information Forum

Our cancer information meets the PIF TICK quality mark.

This means it is easy to use, up-to-date and based on the latest evidence. Learn more about how we produce our information.

The language we use


We want everyone affected by cancer to feel our information is written for them.


We want our information to be as clear as possible. To do this, we try to:

  • use plain English
  • explain medical words
  • use short sentences
  • use illustrations to explain text
  • structure the information clearly
  • make sure important points are clear.

We use gender-inclusive language and talk to our readers as ‘you’ so that everyone feels included. Where clinically necessary we use the terms ‘men’ and ‘women’ or ‘male’ and ‘female’. For example, we do so when talking about parts of the body or mentioning statistics or research about who is affected.


You can read more about how we produce our information here.