When someone important dies, the adults in a child’s life often face two hard things at once: their own grief, and the question of how to help a young person through theirs. Many caregivers worry about saying the wrong thing, or about saying anything at all. The reassuring news is that children do not need perfect words. They need honest information, steady routines, and adults who keep the door open.
Childhood bereavement is more common than many people realize. The Childhood Bereavement Estimation Model, developed by Judi’s House/JAG Institute, projects that more than 6.6 million children in the United States — about 1 in 11 — will experience the death of a parent or sibling by age 18. That count does not include grandparents, friends, or other people a child loves.
How grief looks at different ages
Children grieve, but they often grieve differently from adults. The American Academy of Pediatrics (AAP) notes that children may express grief indirectly through behavior or work through their feelings in play, and that older children and teens may keep their feelings to themselves unless caring adults invite the conversation. A child who seems fine at dinner and then sobs at bedtime, or a teen who appears untouched and then struggles months later, is not unusual.
Research on how children come to understand death describes four ideas they gradually grasp: that death is irreversible, that the body stops working completely, that it is universal, and that it has real physical causes. On average, most children understand these concepts by about ages 5 to 7. Before then, a young child may expect the person to come back, worry that the person is cold or hungry, or quietly believe a thought or action of their own caused the death.
Teens usually understand death the way adults do, yet the AAP points out that they still benefit from explanation, discussion, and the physical presence of caring adults. Teens are sometimes asked to take on adult roles after a death; making room for them to still be a teenager is a meaningful form of support.
The AAP’s 2024 clinical report Supporting the Grieving Child and Family advises avoiding euphemisms and using the words “dead” or “died,” especially with younger children. It gives the example of a young child told that a relative is in “eternal sleep” becoming afraid to go to sleep. Families can share religious or spiritual explanations too, alongside simple facts about what happened to the body.
The same report notes that each new developmental stage can bring grief back to the surface, along with new questions, as a child’s understanding matures. A loss in early childhood may be felt again at puberty, a graduation, or the birth of the child’s own baby years later.
Talking honestly about death
Short, true, concrete sentences tend to work best: “Grandpa died. His heart stopped working, and the doctors could not make it start again. He can’t feel pain anymore.” You can then ask what your child is wondering about, rather than guessing. Young children often ask the same questions many times; repetition is usually a sign they are building understanding, not a sign the first answer failed.
It is all right to let your child see that you are sad. The AAP observes that children sometimes stop asking questions when they see adults become upset, and then grieve alone. Saying something like “I’m crying because I miss her, and your questions are always welcome” helps a child learn that feelings are safe to share.
- Offer, don’t require. The AAP suggests inviting children to take part in funerals and memorials to the extent they wish, after explaining what they will see and hear. A trusted adult who is less personally affected can accompany them.
- Keep routines steady. Familiar meals, bedtimes, and school days give a sense of safety when much else has changed.
- Name the guilt gently. Children of all ages may feel responsible even when there is no logical reason. A clear “Nothing you thought or did caused this” can matter a great deal.
School, milestones, and grief that returns
The AAP notes that children commonly have at least temporary academic challenges after a death, and that the effect on learning may first appear weeks or months later. It recommends that families build a proactive relationship with the school rather than waiting for grades to fall. Helpful adjustments can include shorter or adapted assignments, flexibility on tests, and a quiet plan that lets a student step out of class when a wave of grief arrives. The Coalition to Support Grieving Students offers free materials for educators at grievingstudents.org.
Grief triggers are often hardest in the first months, but they can surface years later. Anniversaries, birthdays, holidays, a Mother’s or Father’s Day activity at school, starting a new school, and graduation are common moments when the absence is felt again. Planning ahead for these days, and finding a way to honor the person together, is part of ordinary, healthy grieving.
When to look for specialized support
Most grieving children do not need therapy, and many are well supported by family, school, and community. Peer grief groups and camps can be especially valuable because children meet others who understand. The National Alliance for Children’s Grief maintains a searchable directory of support centers and camps for grieving children, and the Dougy Center offers a directory of grief support programs as well.
Daily life stays hard
Difficulty functioning at school or at home that persists months after the death, rather than easing gradually.
Preoccupation with the person or the death
Thoughts about the person who died, or about how they died, crowd out play, friends, and learning.
Deep or lasting sadness
Persistent low mood, withdrawal from activities they used to enjoy, or new anxiety that does not lift.
Risky behavior
New substance use, risk-taking, or other behaviors that put a child’s safety or development at risk.
A frightening or violent death
When trauma reactions such as intrusive images or avoidance make it hard for a child to remember the person in comforting ways.
If a child or teen talks about wanting to die or seems at risk of harming themselves or someone else, get help right away. You can call or text 988, the Suicide & Crisis Lifeline, at any hour, or call 911 in an emergency.
When a death was sudden or traumatic, some children develop what clinicians call childhood traumatic grief, where trauma symptoms get in the way of ordinary mourning. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), developed by Judith Cohen, Anthony Mannarino, and Esther Deblinger, includes grief-focused components for this situation. In pilot studies, children who received the trauma and grief modules showed reductions in traumatic grief, PTSD, depression, and anxiety symptoms; the researchers noted that larger controlled trials are needed.
Questions worth asking a provider
- “How much of your caseload involves grieving children or teens of my child’s age?”
- “What training do you have in childhood grief or childhood traumatic grief?”
- “How do you involve parents or caregivers in the work?”
- “How do you adapt sessions for a younger child versus a teenager?”
- “Are you willing to coordinate with my child’s school, with our permission?”
Caring for the adult, too
Children take many of their cues from the adults around them, and grieving caregivers carry an enormous load. The AAP encourages adults to find their own support — through faith communities, support groups, or counseling — so they are not relying on children for emotional support and are better able to notice what their children need. Taking care of your own grief is part of caring for theirs.
- Use clear words like “died,” and invite questions, including the same question many times.
- Grief looks different at each age, and it often returns at milestones years later.
- Work with the school early rather than waiting for grades to slip.
- Peer groups and camps help many children; specialized care can help when grief stays heavy or the death was traumatic.
- If safety is ever a concern, call or text 988.
If you are looking for one-on-one support for a child, a teen, or yourself, the mental health providers below have verified training and experience in grief and loss.
References
- Schonfeld, D. J., Demaria, T., Nasir, A., & Kumar, S. (2024). Supporting the grieving child and family: Clinical report. Pediatrics, 154(1), e2024067212. https://doi.org/10.1542/peds.2024-067212
- Judi’s House/JAG Institute. (2026). 2026 Childhood Bereavement Estimation Model (CBEM) Key Messages. https://judishouse.org/wp-content/uploads/2026/05/2026-CBEM-Key-Messages-1.pdf
- Speece, M. W., & Brent, S. B. (1984). Children’s understanding of death: A review of three components of a death concept. Child Development, 55(5), 1671–1686. https://pubmed.ncbi.nlm.nih.gov/6510050/
- Cohen, J. A., Mannarino, A. P., & Staron, V. R. (2006). A pilot study of modified cognitive-behavioral therapy for childhood traumatic grief (CBT-CTG). Journal of the American Academy of Child & Adolescent Psychiatry, 45(12), 1465–1473. https://www.ojp.gov/ncjrs/virtual-library/abstracts/pilot-study-modified-cognitive-behavioral-therapy-childhood
- National Alliance for Children’s Grief. Find a Support Center or Camp Near You. https://nacg.org/find-support/
- Coalition to Support Grieving Students. https://grievingstudents.org