Exploring death literacy, Death Cafes, end of life doulas and Compassionate Communities in Lincolnshire

Last month and again this week, I have been part of a discussion facilitated by Vicky Thompson at Every-One, about compassionate communities (‘public health palliative care’) in Lincolnshire.

The online meeting last month brought together about forty people from health and social care, community organisations, funeral services and voluntary groups. The question that oriented the lunchtime session was how can we become better at talking about death, dying, grief and care? If we can speak about death and dying more freely, knowledgeably and confidently, we are likely to be able to care for someone more compassionately at the end of their life as well as more easily come to terms with our own mortality and live more fully.

I gave a short presentation to introduce myself and some of the key ideas I am working with. The starting point was the idea that dying is not only a medical event. It is a lived social experience with a physical dimension – most end of life care takes place outside hospitals and clinical settings, among family, friends, neighbours and communities. This shift in perspective (well documented in the literature) raises important questions about how people support one another through dying, death and bereavement, and how communities can become more capable and confident in doing so. I tried to frame the discussion around three ideas:

The first was the concept of the death system: the network of people, places, organisations, practices and symbols involved in preventing death, caring for the dying, disposing of the dead, supporting bereavement and creating meaning around loss. Once we begin looking for it, the death system becomes visible throughout everyday life.

The second was death literacy. Death literacy is the knowledge and skills needed to understand death and dying, care for others at the end of life, navigate support services, and have conversations that many people still find difficult. Rather than viewing death literacy simply as something to be measured, I suggested it can be approached as a curriculum for public learning and community education. You can easily evaluate your own death literacy.

The third idea was compassionate communities. Developed over the last twenty-five years as public health palliative care, compassionate communities recognise that end of life care is not solely the responsibility of professional services. Communities (you and me) have an important role in supporting people who are dying, living with loss, or caring for others. Increasingly, these ideas are reflected in policy and strategy, even where the language of compassionate communities is not explicitly used.

Last year, I undertook the initial training to be an end-of life doula (‘death doula’) and am now volunteering through the national membership organisation, End of Life Doulas UK. I invited Penny Merrett, a much more experienced end of life doula from Sheffield to speak at the meeting about doulas and death cafes. Penny described the role of doulas as providing non-medical support to people approaching the end of life and to those around them. This support may be practical, emotional, psychological or advocacy-based. It can involve helping people navigate services, discuss difficult issues with family members, plan future care, or simply make space for conversations that might otherwise never happen.

One of Penny’s remarks resonated strongly with the theme of compassionate communities. End of life doulas, she suggested, ultimately aim to make themselves redundant: the ideal is not to create dependence on a new profession (its status as a ‘professional’ role is often questioned), but to help build communities where people feel more confident supporting one another through death and dying.

Penny also spoke about her experience of running Death Cafes in Sheffield. Death Cafes are informal, non-profit gatherings where people come together to discuss death over tea, coffee and cake. They are not counselling sessions, bereavement groups or educational workshops. There is usually no agenda. Instead, they provide a structured but open space for conversation, reflection and curiosity. The aim is straightforward: to increase awareness of death and help enrich our finite lives.

At the second meeting, I shared some of the findings from our recent report. One of its central messages is that Lincolnshire already has many of the ingredients needed to support a more compassionate, public health approach to death, dying and bereavement. Community groups, health and care professionals, charities, faith organisations and volunteers are already undertaking related work. The challenge is less about inventing new services and more about connecting and strengthening what already exists.

A recurring theme throughout the discussion was the importance of language, not least being able to have a conversation around death and dying in the first place. Health care professionals are not necessarily trained or used to talking about death either. Participants reflected on how terms such as ‘advance care planning‘ can sometimes sound clinical or bureaucratic. In practice, many of these conversations are simply to help us think about what matters to us, how we would like to live in anticipation of death, and how we would like to be cared for as we approach the end of life. We also recognised that language which works for one community may not work for another, especially where cultural differences, faith traditions or language barriers are involved.

Another discussion focused on community development (see this for a critical perspective on ABCD). Rather than beginning with a list of predetermined projects, we explored the value of starting with an asset-based approach: identifying the knowledge, relationships, experiences and resources that communities already possess. Doulas, death Cafes, festivals and other civic and cultural activities may emerge from this process, but the emphasis should be on enabling communities to decide what is meaningful and useful locally. As I suggested during the session, the principle should be “methods first, projects second.” The asset-based community development (ABCD) approach that is often advocated in the compassionate communities literature is methodologically similar to asset-based pedagogies, which I’ve worked with in one form or another for many years.

We also discussed end of life doulas again and the challenge of building capacity in Lincolnshire. Over 1500 people have been trained by Living Well Dying Well, but End of Life Doula UK have recently stated there is a shortage of trained doulas across the Midlands, with very few currently practising in Lincolnshire. I have been approached about referrals that are too far from where I live to be able to help. We questioned the potential for local training opportunities and reflected on the value of doula approaches in helping people navigate death and dying with practical, emotional and relational support. A lot of work was done in 2023 by a local palliative and end of life care co-production group, who, among other things, identified the need for trained death doulas in Lincolnshire. Unfortunately, this was deemed too expensive by the ICB.

I also drew attention to a new report from the National End of Life Care Coalition, which argues that end of life care extends beyond palliative care. Clinical expertise remains essential, but the report emphasises the equally important role played by families, neighbours, friends and communities. Its recommendations include increasing death literacy through public education and strengthening partnerships between communities and professional services.

The meeting concluded by identifying several practical next steps. These include sharing the ideas of death literacy and compassionate communities through existing health and wellbeing events, exploring interest in a Death Cafe in Lincoln, learning from emerging discussions in Boston led by the Butterfly Hospice, and investigating opportunities again for local end of life doula training.

I’m always a bit cautious when having these discussions because I am still an outsider, entering a space that some people have been working in for years and I don’t want to appear critical of their efforts. I hope it’s clear from our report that there is already considerable activity taking place across Lincolnshire that aligns with or could support a compassionate communities/public health palliative care approach. The challenge is that much of it remains fragmented and can be subsumed in the language of health and wellbeing, when we need to be talking about death and dying. The immediate action seems to be to connect people, make existing ‘assets’ more visible, and create a shared language for work that is already happening. If compassionate communities begin anywhere, they begin with conversations that help people recognise they are not starting from nothing.

St Barnabas Hospice Education Conference

Following on from our recent report, Max attended the St Barnabas Hospice (Lincoln) Education Conference last week and presented a poster on our work. Happily, it won 2nd prize by attendee votes.

Max is a Lincoln medical school student who began working with me in June on a six-week NIHR-funded internship. He’s continued to work with me after the internship ended and become a good partner on the research. Well done, Max!

A conference poster image
Click the image to download the poster as PDF.

Compassionate Communities, Lincolnshire

Over the summer I have been trying to look at Lincolnshire through the public health concept of ‘Compassionate Communities’ (or ‘Compassionate Cities’), first written about 20 years ago. Compassionate Communities are a form of ‘public health palliative care’ that reframes death and dying as primarily a social experience rather than a physical experience. In practice, they are usually different types of community development projects that aim to improve a population’s understanding and experience of death, dying, loss, and caregiving. Advocates of this approach argue that end-of-life care is everyone’s responsibility, but what does that mean in practice, in the lives of individuals and the life of a community? What does it look like in Lincoln and Lincolnshire?

A startling observation, made by Allan Kellehear (2022), is the ‘95% rule’:

“Overall… dying people spend less than 5% of any one day in front of a doctor or nurse… For dying patients, their caregivers, and the bereaved, this will always mean that over 95% of their time is spent alone, with friends and other family, with neighbours or work colleagues, with animal companions, or with the internet or the television.”

One way of responding to this is to consider the death literacy of a community. Death literacy is defined as: “the knowledge and skills that people need to make it possible to gain access to, understand, and make informed choices about end of life and death care options.” (Noonan et al., 2016) There is a set of questions you can ask yourself here.

It’s the public health education component of this that interests me, enabled through community development work. In the death literacy framework, it’s referred to as ‘social action’ and ‘community knowledge’. How do we become better at talking about dying, caring for those who are dying, and caring for the carers, too?

I’ve written up what we’ve found so far. It’s the start of something.

An Exploratory Report for Compassionate Communities in Lincolnshire

Appendix 1, Appendix 2, Appendix 3, Appendix 4

Death, Dying and Compassionate Communities

When I told a friend I had spent the last 18 months reading about death and dying, they asked whether I was having a mid-life crisis. I am not, but it’s a fair question. I’ve been tangentially interested in death and dying since I was an undergraduate student studying comparative religion. All religions posit some kind of afterlife as central to their ethical frameworks and have rituals for the passage to whatever comes next. I find those rituals moving, but as much as I have been open to it, I am unable to believe in the persistence of my ‘soul’ or personhood or consciousness to a transcendental realm or its rebirth into this world again, and am content with the knowledge that death is the end of my physical body, my consciousness and my personal identity. I gain meaning knowing that I will live on in my daughter’s genetic makeup, and for a generation or two longer in the memories of others and in the work I have done.

My dad’s death 20 years ago was transformational in a slow and subtle way and more recently the death of my colleague and friend, Mike Neary, reminded me again about the value of death. In recent months, I’ve started to talk about death and dying, first in a pizza restaurant during the Pint of Science festival in May, and shortly after I wrote this article for our student journalism magazine.

There will be more to come…

Wendell Berry (1934-2026)

From Three Elegiac Poems
By Wendell Berry

He goes free of the earth.
The sun of his last day sets
clear in the sweetness of his liberty.

The earth recovers from his dying,
the hallow of his life remaining
in all his death leaves.

Radiances know him. Grown lighter
than breath, he is set free
in our remembering. Grown brighter

than vision, he goes dark
into the life of the hill
that holds his peace.

He is hidden among all that is,
and cannot be lost.

Teachers, Autodidacts and Texts: How heritage craft knowledge survives

Teaching and learning communities among classical guitar makers in the UK. Groups of nodes represent students clustering around key teachers.

This paper discusses how craftspeople educate themselves and others. In doing so, it helps address the question of “what keeps a ‘heritage craft’ alive?” It draws from a national survey of classical guitar makers in the UK, offering an account of who makes classical guitars, their choices of education and training, their qualifications, the extent of autodidactism and the role of instructional books. Following a descriptive summary of the survey findings, Social Network Analysis is used to compare the extent of direct teacher and student “communities,” and the indirect role of instructional books, between authors and readers. Analysis of the data highlights the importance, not only of teachers, but also of amateurs, autodidactism and instructional texts to ensure the continued viability of this heritage craft. While acknowledging that economic factors affect the transmission of craft knowledge from one generation to another, this paper argues that craft knowledge has an existence beyond the knowledge economy. The embodiment of knowledge in the craft objects themselves; the intrinsic motivation to teach oneself; the circulation of instructional texts; the significant proportion of amateur makers not reliant on their craft to survive, and the exchange of knowledge among teachers and learners outside of formal educational settings, each help maintain the craft tradition of classical guitar making.

Published Open Access in The Journal of Modern Craft

Columbia, Critique and Co-ops

I wasn’t aware until today that in the heat of the student occupations and oppressive responses from management and the police at Columbia University in 2024, students and staff were thinking about how to create a co-operative university. They were trying to ‘reimagine the university as a multi-stakeholder cooperative of faculty, students, staff, and community’, along the lines of what we had also tried to work through. The video below is well worth watching – very familiar at times – and Kali Akuno really speaks from experience to the crisis Columbia students and staff find themselves in. I hope it didn’t stop there.

Letter to G., the film – Rethinking our society with André Gorz

I want to pass this on: A thoughtful, semi-fictional, epistolary film that discusses the practical meaning of André Gorz’s ideas, which were influenced by Marx, Sartre, Illich and others. More info here>

I find his distinction between heteronomous work and autonomous activity useful and first came across it when thinking through social solidarity co-operatives for higher education.