Exploring supports for students’ complex climate emotions through interviews with Ontario Secondary Teachers

Abstract

Young people are most vulnerable to the impacts of climate change and grapple with a range of challenging emotions regarding climate change. Climate change education aims to increase knowledge and engagement in climate action but to date, has given limited attention to the emotions brought on by experiencing, witnessing, learning about climate change, and/or the lack of government climate action or policies that will protect young people’s futures. Attention to the affective domain of climate change education is particularly urgent, as the direct and indirect impacts of climate change, such as the 2023 Canadian wildfires, become more salient, and more teachers cover topics related to climate change. Through online interviews, this study explored Ontario secondary school teachers’ (n=6) experiences and the strategies that they use when interacting with, responding to, and supporting students’ complex climate emotions. Using qualitative thematic analysis, teacher participants report frequently interacting with students' complex climate emotions and feeling comfortable dealing with them, yet they also express a sense of isolation when addressing climate change among their colleagues. Despite this, they employ a variety of strategies to support students in navigating these emotions. Findings underscore the necessity for a collaborative effort and additional professional development to adequately support students' complex climate emotions. By synthesizing teacher strategies and existing literature, I introduce an adapted guide that provides practical guidance for educators addressing the emotional aspects of climate change in their teaching practices.