Exploring climate emotions and coping strategies of Canadian youth in a climate-focused program

Abstract

Climate change education holds particular significance amid today’s social and ecological realities. Youth specifically are feeling the pressure of our changing climate, manifesting in feelings of anxiety and hopelessness. A climate education which recognizes these complex emotions and provides opportunities for youth to cope with these emotions through action is key. This research explores the role of an interdisciplinary, hope-focused environmental education program in shaping the climate emotions and coping strategies of its students. In this mixed methods case study, grade ten and grade twelve students from Claremont Secondary School’s Institute for Global Solutions participated in surveys and a focus group to gain insights to the relationship between the programming and their climate emotions and coping. The study found that youth in the IGS program are experiencing a breadth of emotions in relation to climate change, and use a variety of coping strategies. It was also identified that programming such as IGS can provide students with a positive orientation to both personal and collective climate action. This demonstrates the importance of educational models which support and acknowledge the emotional dimensions of teaching climate change, and fostering student agency. This research holds implications for educational practice, curriculum development, program development, and student well-being.