Empowering K-12 students and teachers to navigate negative eco-emotions effectively

The escalating environmental challenges of recent years underscore the critical need for proactive action on climate change and sustainability. However, the mental health impacts, particularly negative eco-emotions (e.g., eco-anxiety, eco-anger, eco-grief), experienced by children and youth due to climate-related concerns pose significant barriers to climate action engagement, resilience and wellbeing. This study aims to address this gap by empowering K-12 students and teachers with knowledge, skills, and coping mechanisms to navigate these challenges effectively. Objectives include reviewing existing approaches to negative eco-emotions, developing resources for educators, and piloting these resources in K-12 classrooms. The study includes a review of the relevant literature on existing approaches to and research on managing eco-emotions with K-12 students and co-development of evidence-based resources by the academic and non-academic research partners. An explorative pilot evaluation study will assess the usefulness and effectiveness of these resources, utilizing surveys and focus groups. Findings will inform recommendations for fostering resilience and engagement among young people in the face of climate-related mental health challenges, contributing to the broader discourse on sustainability education and youth empowerment.

Faculty Supervisor:

Manuel Riemer

Student:

Partner:

Learning for a Sustainable Future

Discipline:

Sociology

Sector:

Education

University:

Wilfrid Laurier University

Program: