Why emotional resilience should be at the heart of climate change education

The mental health effects of climate change are receiving growing attention, including how children and young people are uniquely affected. Supporting young people to build and sustain good mental health and wellbeing, and to feel prepared for life and work in an uncertain world, has never been more urgent. However, action is still lagging behind need – including in education.

My colleagues and I at the Compass Project, coordinated by the Climate Cares Centre at the University of Oxford and Imperial College London, are exploring how combining climate change education with consideration of mental health and wellbeing can better equip young people for their futures.

We wanted to know how students and educators experience climate change education now, and what they want to see change. Through focus groups and a survey, we heard from over 200 students aged 16-29 and their educators in schools, further education and sixth form colleges and universities in England. They told us why and how emotional resilience – the social and emotional skills to build and sustain good mental health and wellbeing in the face of challenges – should be part of climate change education.

Status quo: disconnected and disempowered

For many young people, climate change education is disconnected from solutions, and from what they see as helpful to everyday life and enjoy learning about. Students report lacking agency, meaning they don’t feel they have the ability to make change. These are not only barriers to meaningful climate change education. Our study highlights this is also driving both distress and disengagement, and missing opportunities to protect and promote mental health and wellbeing.

Students described a wide range of emotions associated with climate change, including worry, fear, guilt, anger and powerlessness. We heard that education can exacerbate these feelings. One university student said:

[My education] increases my worry because despite being a biology course, and many of my modules being based around ecosystems, the environment, animal behaviour, climate change is not a central theme or something brought up regularly in my learning.

What surprised me was just how much students spoke of climate denial and disengagement, mental health stigma, and stigma around engaging with climate action. Students highlighted these as barriers to discussion and community building. One said:

There seems to be a passive feeling amongst my age cohort and, despite most accepting the truth of climate change, they feel removed and disempowered. This is obviously quite demoralising.

Educators spoke of feeling unsupported and lacking time and resources when it came to teaching about climate change and navigating diverse emotional responses. “We want to teach about climate change,” one said, “but there’s anxiety for the educator to say, what if I set some sort of chain reaction of concern amongst these children, how do I deal with that?”

Such experiences have been reflected through a film by the Climate Majority Project, highlighting the emotional reality of climate change education through the eyes of a teacher.

Change is possible, and already underway

Students and educators had clear, aligned, views on action to better prepare young people for a climate-changed future. This included strengthening connection with nature and curriculum reform to include psychologically informed climate change education in every subject.

Students wanted support to cope with their emotions, and opportunities to take part in meaningful and collective climate action. More time, funding, training and support for educators underpins these actions. A school student said:

It gets to a point where it’s like, this statistic, this statistic. These animals are dying. This country’s just had a flood. If you give [young people] concrete ways, more opportunities to do things that genuinely would help a lot of people, and it also does help the environment, but it takes away that powerlessness and frustration and fear.

Many initiatives are already putting these actions into practice, alongside a growing bank of resources on how to do so.

I was struck by examples students and educators gave of initiatives that did anecdotally support climate change education and build emotional resilience, but hadn’t been designed this way. Inter-school climate action competitions built community, agency and joy. General peer support systems for university assignments led to discussions about climate emotions.

Insufficient attention on the links between climate change education and mental health and wellbeing may mean wider, perhaps unintended, benefits of what schools, colleges and universities are already doing are missed. Particularly given scarce resources and overburdened educators, learning about and investing in how to enable these positive ripple effects – and consistently embed such practices across the education system – is a crucial opportunity.

The transformational societal changes that the climate crisis demands can only take place by considering the emotions, thoughts and beliefs that shape our actions, including support to minimise burnout. Our actions, in turn, shape our emotions and can influence our health and wellbeing. Recognising and resourcing these connections in education systems is critical to truly equip young people for life and work in a changing climate.

Jessica Newberry Le Vay leads the Compass Project, which is funded by the Robert H. N. Ho Family Foundation Global. She works for the Climate Cares Centre based at the University of Oxford and Imperial College London.