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The objective of this study is to determine whether death has been present, and if so in what way, in Spanish education law from 1812 to 2006. The presence of 25 terms semantically related to death was analyzed in laws and regulations on school curricula. Death is generally absent as a directly approachable phenomenon within the given period, except in scattered regulations which, as a rule, link death in education to religion. From the beginnings of the democratic period in Spain (1975), socially relevant subjects with indirect but significant relationships with death, such as biodiversity and the Holocaust, appear. [ABSTRACT FROM AUTHOR]

This study sets out to address a gap in research into teachers' attitudes and opinions toward death education. To meet this objective, two complementary instruments were designed and validated: the Death Education Attitudes Scale-Teachers (DEAS-T), which showed suitable psychometric values, and the Death Education Questionnaire-Teachers (DEQ-T). The sample comprised 683 teachers from a range of schools. The results show moderately positive attitudes toward death education. Variables such as gender, age, type of teacher, and religious beliefs all influenced results. The findings argue in favor of the inclusion of death in education and teacher training. [ABSTRACT FROM AUTHOR]