Introduction: Although death is a reality inherent to human life, it continues to be a taboo phenomenon that generates unease in some contexts such as education. Its limited curricular approach and the personal implications of its treatment in the classroom constitute some difficulties for greater inclusion in the different stages. Method: The aim of this study is a bibliometric analysis of the scientific output on the pedagogy of death in Scopus. The sample consisted of 139 papers to which different bibliometric techniques were applied (bibliographic coupling, co-authorship, co-citation, co-occurrence). Results: The results revealed a growing scientific production, with Testoni as the most prolific author. As potential lines of development, it is worth highlighting the implementation of training schemes for teachers to be able to educate about death, as well as educational activities (with different methodologies and resources) in order to work on reducing anxiety and fear of death. Discussion and Conclusion: The relevance of the study of scientific production is concluded to establish collaborations between researchers and develop new lines of research on Pedagogy of Death. [Note: The publication year (2022) shown on the PDF is incorrect. The correct year of publication is 2023.]