Death anxiety and attitudes and beliefs about death in psychology students at the University of Adelaide 2025

Objective There is a lack of research exploring psychology students’ death anxiety and attitudes and beliefs around death. The present study aims to address this gap in the Australian context and provide insight into death education in one Australian university’s psychology curricula.Method Data were collected via survey, consisting of the Death Anxiety Beliefs and Behaviours Scale (DABBS) and open-ended questions (n = 117). Qualitative content analysis was applied to open-ended survey content. All participants were from the same university School of Psychology.Results Forty-three percent of students’ (n = 50) DABBS scores fell within the clinical range for death anxiety. The qualitative analysis yielded 6 overarching categories: Ambivalence and Barriers to Engage in Death-Related Areas of Psychology; Absence of Death Education From the Curricula; The Relevance of Death Knowledge Is Dependent on Context (i.e. area of psychology); Effect on Death Attitudes; Desire for Death Education and Death Anxiety.Conclusions Death education in psychology curricula is indicated for personal and professional development. The recognised invisibility of psychologists in death and dying and end-of-life care in Australia may be improved with educational initiatives in undergraduate and postgraduate training.