{"id":2597,"date":"2025-03-15T16:14:26","date_gmt":"2025-03-15T16:14:26","guid":{"rendered":"https:\/\/climigrant.org\/?page_id=2597"},"modified":"2025-04-22T15:38:21","modified_gmt":"2025-04-22T15:38:21","slug":"v","status":"publish","type":"page","link":"https:\/\/climigrant.org\/en\/toolkit\/v\/","title":{"rendered":"V. How to address climate emotions in the classroom"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"2597\" class=\"elementor elementor-2597 elementor-2169\" data-elementor-post-type=\"page\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-712d4703 outil-header elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"712d4703\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t\t<div class=\"elementor-background-overlay\"><\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-48188e69\" data-id=\"48188e69\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-2a944f66 elementor-widget elementor-widget-spacer\" data-id=\"2a944f66\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-299eca43 elementor-widget elementor-widget-heading\" data-id=\"299eca43\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">V. How to address climate emotions in the classroom<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<section class=\"elementor-section elementor-inner-section elementor-element elementor-element-8ba7086 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"8ba7086\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-inner-column elementor-element elementor-element-1a2592f5\" data-id=\"1a2592f5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-1fa2b23e elementor-nav-menu__align-center elementor-nav-menu--dropdown-tablet elementor-nav-menu__text-align-aside elementor-nav-menu--toggle elementor-nav-menu--burger elementor-widget elementor-widget-nav-menu\" data-id=\"1fa2b23e\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;layout&quot;:&quot;horizontal&quot;,&quot;submenu_icon&quot;:{&quot;value&quot;:&quot;&lt;i class=\\&quot;fas fa-caret-down\\&quot; aria-hidden=\\&quot;true\\&quot;&gt;&lt;\\\/i&gt;&quot;,&quot;library&quot;:&quot;fa-solid&quot;},&quot;toggle&quot;:&quot;burger&quot;}\" data-widget_type=\"nav-menu.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<nav aria-label=\"Menu\" class=\"elementor-nav-menu--main elementor-nav-menu__container elementor-nav-menu--layout-horizontal e--pointer-background e--animation-fade\">\n\t\t\t\t<ul id=\"menu-1-1fa2b23e\" class=\"elementor-nav-menu\"><li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2674\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/\" class=\"elementor-item\">Home<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2677\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/section-i\/\" class=\"elementor-item\">Section I<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2678\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/ii\/\" class=\"elementor-item\">Section II<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2679\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/iii\/\" class=\"elementor-item\">Section III<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2680\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/iv\/\" class=\"elementor-item\">Section IV<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2681\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/v\/\" class=\"elementor-item\">Section V<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2682\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/vi\/\" class=\"elementor-item\">Section VI<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2683\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/vii\/\" class=\"elementor-item\">Section VII<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2675\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/appendix-1\/\" class=\"elementor-item\">Appendix 1<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2676\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/appendix-2\/\" class=\"elementor-item\">Appendix 2<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-3031\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/annexe-3-quelques-ressources-supplementaires\/\" class=\"elementor-item\">Appendix 3<\/a><\/li>\n<\/ul>\t\t\t<\/nav>\n\t\t\t\t\t<div class=\"elementor-menu-toggle\" role=\"button\" tabindex=\"0\" aria-label=\"Menu Toggle\" aria-expanded=\"false\">\n\t\t\t<i aria-hidden=\"true\" role=\"presentation\" class=\"elementor-menu-toggle__icon--open eicon-menu-bar\"><\/i><i aria-hidden=\"true\" role=\"presentation\" class=\"elementor-menu-toggle__icon--close eicon-close\"><\/i>\t\t<\/div>\n\t\t\t\t\t<nav class=\"elementor-nav-menu--dropdown elementor-nav-menu__container\" aria-hidden=\"true\">\n\t\t\t\t<ul id=\"menu-2-1fa2b23e\" class=\"elementor-nav-menu\"><li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2674\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/\" class=\"elementor-item\" tabindex=\"-1\">Home<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2677\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/section-i\/\" class=\"elementor-item\" tabindex=\"-1\">Section I<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2678\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/ii\/\" class=\"elementor-item\" tabindex=\"-1\">Section II<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2679\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/iii\/\" class=\"elementor-item\" tabindex=\"-1\">Section III<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2680\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/iv\/\" class=\"elementor-item\" tabindex=\"-1\">Section IV<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2681\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/v\/\" class=\"elementor-item\" tabindex=\"-1\">Section V<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2682\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/vi\/\" class=\"elementor-item\" tabindex=\"-1\">Section VI<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2683\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/vii\/\" class=\"elementor-item\" tabindex=\"-1\">Section VII<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2675\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/appendix-1\/\" class=\"elementor-item\" tabindex=\"-1\">Appendix 1<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-2676\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/appendix-2\/\" class=\"elementor-item\" tabindex=\"-1\">Appendix 2<\/a><\/li>\n<li class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-3031\"><a href=\"https:\/\/climigrant.org\/en\/toolkit\/annexe-3-quelques-ressources-supplementaires\/\" class=\"elementor-item\" tabindex=\"-1\">Appendix 3<\/a><\/li>\n<\/ul>\t\t\t<\/nav>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-e924e09 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"e924e09\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-011ab92\" data-id=\"011ab92\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-8e25f04 elementor-widget elementor-widget-text-editor\" data-id=\"8e25f04\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Everyone experiences uncomfortable emotions in the face of climate change. Teachers have the pedagogical skills to create a \u201csafe\u201d space for students to express their emotions and discuss climate issues authentically, without resorting to denial or avoidance. They can also help students consider active solutions to these problems rather than passive ones (i.e., putting their faith in \u201cfuture generations\u201d or \u201cgreen technologies\u201d).<\/span><\/p><p><span style=\"font-weight: 400;\">Students should know that they are free to share their experiences (or not) and that nothing in particular is expected of them. The goal is to let students hold space for their emotions and express them in an appropriate manner. According to research by M. Ojala<sup>1<\/sup><\/span><span style=\"font-weight: 400;\">, the way in which teachers communicate about climate change influences students\u2019 perception of the issue, the emotions they feel, and the ways in which they process them (avoidance, denial, more or less distress, etc.). You will find an example lesson plan on how to teach about climate emotions in the <\/span><a href=\"https:\/\/www.oce.global\/sites\/default\/files\/2024-02\/OCE_Climate%20Change%20and%20Land.pdf\"><i><span style=\"font-weight: 400;\">Teacher\u2019s Guide Book for Primary and Secondary School \u2013 Climate Change in our Hands, Climate Change and Land<\/span><\/i><\/a><span style=\"font-weight: 400;\"><sup>2<\/sup><\/span><span style=\"font-weight: 400;\">, published by the Office for Climate Education. The guidebook also includes a worksheet with various climate emotions<sup>3<\/sup><\/span><span style=\"font-weight: 400;\">, though you may also use other \u201cClimate Emotions Wheels<sup>4<\/sup><\/span><span style=\"font-weight: 400;\">.\u201d<\/span><\/p><p><span style=\"font-weight: 400;\">It is worth noting that the constant and inevitable threat of environmental disaster can lead to a chronic state of fear, called \u201ceco-anxiety\u201d<sup>5,6<\/sup><\/span><span style=\"font-weight: 400;\">. This term is also used to refer to the emotions, thoughts, and behaviours that accompany one\u2019s growing awareness of our collective inaction in the face of climate and environmental change. Eco-anxiety is associated with pro-environmental action and civic engagement, which makes it an important driver of change, but it can also lead to long-lasting denial or avoidance. Intense and persistent eco-anxiety, especially in youth, is associated with a type of psychological distress known as \u201cclimate distress,\u201d which can lead to interpersonal conflict, insomnia, difficulties at work or school, panic and anxiety attacks, and symptoms of depression. These symptoms have significant effects on a person\u2019s well-being and are also linked to a loss of confidence in our capacity to fight climate change, as well as feelings of helplessness, guilt, grief, or even anger at the inaction of economic and political decision-makers<sup>7,8<\/sup><\/span><span style=\"font-weight: 400;\"> (or all adults!). We must however remain prudent: many experts believe that climate action alone is not a sufficient antidote to eco-anxiety, which can lead to exhaustion and an unrealistic belief in the importance and impact of individual climate action<sup>9<\/sup><\/span><span style=\"font-weight: 400;\">.<\/span><\/p><p><span style=\"font-weight: 400;\">You will find a number of useful references in the \u201cLearn More\u201d section below.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-878966f elementor-widget elementor-widget-text-editor\" data-id=\"878966f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><b>Learn More<\/b><\/p><ul><li><span style=\"font-weight: 400;\">H. Broph, J. Olson, and P. Paul (2023). \u201cEco-Anxiety in Youth: An Integrative Literature Review,\u201d<\/span><i style=\"font-family: var(--edubin-body-font-family); font-size: 1rem;\"> <span style=\"font-weight: normal;\">International Journal of Mental Health Nursing<\/span><\/i><span style=\"font-weight: 400;\"> 32(3). <\/span><a style=\"font-family: var(--edubin-body-font-family); font-size: 1rem; font-weight: normal;\" href=\"https:\/\/doi.org\/10.1111\/inm.13099\"><span style=\"font-weight: normal;\">https:\/\/doi.org\/10.1111\/inm.13099<\/span><\/a><span style=\"font-weight: normal;\">.<\/span><\/li><li><span style=\"font-weight: 400;\">Climate Atlas of Canada. <\/span><i><span style=\"font-weight: 400;\">Taking Action on our Climate Emotions<\/span><\/i><span style=\"font-weight: 400;\">. <\/span><a href=\"https:\/\/atlasclimatique.ca\/agir-sur-les-emotions-liees-au-climat\"><span style=\"font-weight: 400;\">https:\/\/atlasclimatique.ca\/agir-sur-les-emotions-liees-au-climat<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li><li><span style=\"font-weight: 400;\">Collectif \u00c9co-motion. <\/span><i><span style=\"font-weight: 400;\">Resources for Eco-Anxiety<\/span><\/i><span style=\"font-weight: 400;\"> (in French only). <\/span><a href=\"https:\/\/www.collectif-ecomotion.org\/gratuit\"><span style=\"font-weight: 400;\">https:\/\/www.collectif-ecomotion.org\/gratuit<\/span><\/a><span style=\"font-weight: 400;\">.\u00a0<\/span><\/li><li><span style=\"font-weight: 400;\">David Suzuki Foundation. <\/span><i><span style=\"font-weight: 400;\">How to Talk to Kids About Climate Change<\/span><\/i><span style=\"font-weight: 400;\">. <\/span><a href=\"https:\/\/davidsuzuki.org\/living-green\/how-to-talk-to-kids-about-climate-change\/\"><span style=\"font-weight: 400;\">https:\/\/davidsuzuki.org\/living-green\/how-to-talk-to-kids-about-climate-change\/<\/span><\/a><span style=\"font-weight: 400;\">.\u00a0<\/span><\/li><li><span style=\"font-weight: 400;\">M.-P. Deegan (2021). \u201c\u00c9coanxi\u00e9t\u00e9: comment soutenir les jeunes inquiets de l\u2019avenir de la plan\u00e8te?\u201d <\/span><i><span style=\"font-weight: 400;\">Cent degr\u00e9s<\/span><\/i><span style=\"font-weight: 400;\">. <\/span><a href=\"https:\/\/centdegres.ca\/ecoanxiete-comment-soutenir-jeunes-inquiets-avenir-planete\"><span style=\"font-weight: 400;\">https:\/\/centdegres.ca\/ecoanxiete-comment-soutenir-jeunes-inquiets-avenir-planete<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li><li><span style=\"font-weight: 400;\">Fondation Jasmin Roy Sophie Desmarais (2023). <\/span><i><span style=\"font-weight: 400;\">Talking About the Climate with Children and Adolescents<\/span><\/i><span style=\"font-weight: 400;\">. <\/span><a href=\"https:\/\/fondationjasminroy.com\/en\/initiative\/talking-about-the-climate-with-children-and-adolescents\/\"><span style=\"font-weight: 400;\">https:\/\/fondationjasminroy.com\/en\/initiative\/talking-about-the-climate-with-children-and-adolescents\/<\/span><\/a><span style=\"font-weight: 400;\">.\u00a0<\/span><\/li><li><span style=\"font-weight: 400;\">La Maison des \u00c9co-Anxieux (2024). <\/span><i><span style=\"font-weight: 400;\">Resources<\/span><\/i><span style=\"font-weight: 400;\"> (in French only). <\/span><a href=\"https:\/\/eco-anxieux.fr\/category\/ressources\/\"><span style=\"font-weight: 400;\">https:\/\/eco-anxieux.fr\/category\/ressources\/<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li><li><span style=\"font-weight: 400;\">M. Ojala <\/span><i style=\"font-family: var(--edubin-body-font-family); font-size: 1rem; font-weight: normal;\">et al<\/i><span style=\"font-weight: 400;\">. (2021). \u201cAnxiety, Worry, and Grief in a Time of Environmental and Climate Crisis: A Narrative Review,\u201d <\/span><i style=\"font-family: var(--edubin-body-font-family); font-size: 1rem; font-weight: normal;\">Annual Review of Environment and Resources<\/i><span style=\"font-weight: 400;\"> 46(1), 35.<\/span><\/li><li><span style=\"font-weight: 400;\">P. Pihkala (2021). \u201cEco-Anxiety,\u201d in <\/span><span style=\"font-family: var(--edubin-body-font-family); font-size: 1rem; font-weight: normal;\"><i>Situating Sustainability: A Handbook of Contexts and Concepts<\/i><\/span><span style=\"font-weight: 400;\">, edited by C.P. Krieg and R. Toivanen, p. 119\u2013134. Helsinki: Helsinki University Press. <\/span><a style=\"font-family: var(--edubin-body-font-family); font-size: 1rem; font-weight: normal;\" href=\"https:\/\/www.jstor.org\/stable\/j.ctv26qjj7d.14\"><span style=\"font-weight: normal;\">https:\/\/www.jstor.org\/stable\/j.ctv26qjj7d.14<\/span><\/a><span style=\"font-weight: normal;\">.<\/span><\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-51e6a04 refs elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"51e6a04\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-5962b48\" data-id=\"5962b48\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-5c62aa6 elementor-widget elementor-widget-text-editor\" data-id=\"5c62aa6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<ol>\n<li><span style=\"font-weight: 400;\"> M. Ojala (2016). \u201cFacing Anxiety in Climate Change Education: From Therapeutic Practice to Hopeful Transgressive Learning,\u201d <\/span><i><span style=\"font-weight: 400;\">Canadian Journal of Environmental Education<\/span><\/i><span style=\"font-weight: 400;\"> (CJEE) 21, p. 41\u201356.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Office for Climate Education (2022). <\/span><i><span style=\"font-weight: 400;\">Teacher\u2019s Guide Book for Primary and Secondary School \u2013 The Climate in our Hands, Climate Change and Land<\/span><\/i><span style=\"font-weight: 400;\">, p. 205\u2013212. <\/span><a href=\"https:\/\/www.oce.global\/sites\/default\/files\/2024-02\/OCE_Climate%20Change%20and%20Land.pdf\"><span style=\"font-weight: 400;\">https:\/\/www.oce.global\/sites\/default\/files\/2024-02\/OCE_Climate%20Change%20and%20Land.pdf<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"><em>Ibidem<\/em><span style=\"font-weight: 400;\">, p. 209\u2013212.<\/span><\/span><\/li>\n<li><span style=\"font-weight: 400;\">Climate Mental Health Network (2024)<i>. Climate Emotions Wheel.<\/i> <a href=\"https:\/\/www.climatementalhealth.net\/_files\/ugd\/be8092_d0c375f1769f4b5d81a518923bacaaa1.pdf\">https:\/\/www.climatementalhealth.net\/_files\/ugd\/be8092_d0c375f1769f4b5d81a518923bacaaa1.pdf<\/a>. <i><br><\/i><\/span><\/li>\n<li><span style=\"font-weight: 400;\">C. Gauvreau (2019). \u201c\u00cates-vous \u00e9co-anxieux?\u201d<i> Actualit\u00e9s UQAM. <\/i><a href=\"https:\/\/actualites.uqam.ca\/2019\/etes-vous-eco-anxieux\/\">https:\/\/actualites.uqam.ca\/2019\/etes-vous-eco-anxieux\/<\/a>. <i><br><\/i><\/span><\/li>\n<li><span style=\"font-weight: 400;\"> P. Pihkala (2020). \u201cEco-Anxiety and Environmental Education,\u201d <\/span><i><span style=\"font-weight: 400;\">Sustainability<\/span><\/i><span style=\"font-weight: 400;\"> 12(23). <\/span><a href=\"https:\/\/doi.org\/10.3390\/su122310149\"><span style=\"font-weight: 400;\">https:\/\/doi.org\/10.3390\/su122310149<\/span><\/a><span style=\"font-weight: 400;\">.&nbsp;<\/span><\/li>\n<li><span style=\"font-weight: 400;\">&nbsp;L.P. Galway and E. Field (2023). \u201cClimate Emotions and Anxiety Among Young People in Canada: A National Survey and Call to Action,\u201d <\/span><i><span style=\"font-weight: 400;\">The Journal of Climate Change and Health<\/span><\/i><span style=\"font-weight: 400;\"> 9. <\/span><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S2667278223000032\"><span style=\"font-weight: 400;\">https:\/\/www.sciencedirect.com\/science\/article\/pii\/S2667278223000032<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">C. Hickman<i> et al<\/i>. <\/span><span style=\"font-weight: 400;\">(2021). \u201cClimate Anxiety in Children and Young People and Their Beliefs About Government Responses to Climate Change: A Global Survey<i>&#8221; The Lancet Planetary Health<\/i><\/span><i style=\"font-family: var(--edubin-body-font-family); font-size: 1rem;\"> <\/i><span style=\"font-weight: 400;\">5(12): 863\u2013873. <a href=\"https:\/\/www.thelancet.com\/journals\/lanplh\/article\/PIIS2542-5196(21)00278-3\/fulltext\">https:\/\/www.thelancet.com\/journals\/lanplh\/article\/PIIS2542-5196(21)00278-3\/fulltext<\/a>.<\/span><\/li>\n<li>\n<p><em style=\"font-weight: normal;\">&nbsp;Ibidem.<\/em><\/p>\n<\/li>\n<\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Everyone experiences uncomfortable emotions in the face of climate change. Teachers have the pedagogical skills to create a \u201csafe\u201d space for students to express their emotions and discuss climate issues authentically, without resorting to denial or avoidance. They can also help students consider active solutions to these problems rather than passive ones (i.e., putting their&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":2566,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"h5ap_radio_sources":[],"footnotes":""},"class_list":["post-2597","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/climigrant.org\/en\/wp-json\/wp\/v2\/pages\/2597","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/climigrant.org\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/climigrant.org\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/climigrant.org\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/climigrant.org\/en\/wp-json\/wp\/v2\/comments?post=2597"}],"version-history":[{"count":14,"href":"https:\/\/climigrant.org\/en\/wp-json\/wp\/v2\/pages\/2597\/revisions"}],"predecessor-version":[{"id":2968,"href":"https:\/\/climigrant.org\/en\/wp-json\/wp\/v2\/pages\/2597\/revisions\/2968"}],"up":[{"embeddable":true,"href":"https:\/\/climigrant.org\/en\/wp-json\/wp\/v2\/pages\/2566"}],"wp:attachment":[{"href":"https:\/\/climigrant.org\/en\/wp-json\/wp\/v2\/media?parent=2597"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}