Chapter 7. Conclusion
Below are some helpful resources related to the content in this chapter:
Empowering Learners in a Warming World – Climate Inquiry Guides is a series of Canadian inquiry-based curriculum guides (K–2, 3–6, 7–12) created by Learning for a Sustainable Future (LSF). These guides integrate rigorous climate science content with mental health check-ins and solution-focused activities. Educators are provided with ready-to-use lesson plans, provocations, and projects that encourage students to explore climate issues, express their concerns, and take action in their schools and communities.
Climate Change Educators Community Hub is an online platform for peer-to-peer learning and sharing of best practices in climate education. The hub features a resource library of lesson plans and curricula, discussion forums, and a calendar of events such as webinars and meet-ups for educators. It’s a great place to connect with other teachers to swap ideas, find support for challenges, and celebrate successes in bringing climate change and well-being into the classroom.
Throughout this guide, we’ve seen that effective climate change education is not just about imparting facts; it’s about cultivating resilience, empathy, and action. In a world where record-breaking heatwaves and floods increasingly touch our students’ lives, educators are on the frontlines of both knowledge and care. By teaching the science of climate change while nurturing emotional wellbeing and community ties, educators can turn anxiety into empowerment and concern into constructive problem-solving.
Today’s learners are feeling the climate crisis. Signs of a changing climate – from wildfires to extreme weather – are causing many students to feel anxious, afraid, or hopeless (1). Nearly 8 in 10 young Canadians say climate change affects their overall mental health (2). These feelings are understandable responses to a grave global challenge, but they need not lead to despair. Research warns that when climate change is discussed without support, it can amplify fear and helplessness among youth (3). This is why a mental health-aware approach to climate education is so critical. By creating space for students to voice their emotions and by validating their concerns, educators help students feel seen and supported. Empathy in the classroom – listening to climate anxieties and hopes – builds a foundation of trust. It signals to students that their feelings matter as much as their test scores. With that foundation, learning about climate science can become not a source of terror but a source of curiosity and motivation.
Equally important is ensuring that our teaching of climate science remains rigorous and evidence-based. Students deserve an honest understanding of climate change’s causes and impacts, grounded in up-to-date scientific consensus. But rigorous science teaching does not mean grim, detached instruction. In fact, pairing science with solution-oriented learning is key to keeping hope alive. Experts emphasize that climate change should be taught in age-appropriate ways at all grade levels – and that lessons must address students’ feelings, not ignore them (1). That means teaching the facts of rising temperatures and disrupted ecosystems alongside the many ways people are working on solutions. When we show students how communities are adapting farmland to drought, how engineers are inventing clean energy technologies, or how youth activists are successfully advocating for policy changes, we instill a sense of possibility and agency (1). Research suggests that framing learning as solutionary and action-oriented can make students feel empowered rather than overwhelmed (4). In practice, this might look like studying the science of renewable energy in class, then having students build simple solar ovens or design energy-saving campaigns for their school. Students engage in scientific inquiry – asking questions, analyzing data, drawing conclusions – but with a clear purpose of finding solutions. This active learning gives them a sense that they can do something about the problem, which is a known protective factor against hopelessness (5).
Finally, throughout this guide we underscored the power of community collaboration – the idea that climate education is a shared, society-wide effort. Classrooms do not exist in a vacuum; they are part of communities, both local and global. When educators invite community members into the learning process, amazing things can happen. Bringing in an Indigenous Elder to share traditional ecological knowledge, partnering with a local climate scientist or a farmer, or simply involving parents in a student-led climate project can deepen the impact of lessons. Community partnerships validate students’ learning in the real world and show them that adults beyond the school walls care and are taking action. Moreover, these partnerships expand the “web of support” around young people. In one study, Indigenous youth from Canada’s North who engaged in a global climate forum cited family and community support as key to their growth and leadership (3). By connecting students with mentors and allies, we reinforce their resilience. Community collaboration also means students learn with and from each other – across schools, regions, even countries – building a shared sense of purpose. A classroom that reaches out to its broader community signals to students that they are not alone in facing climate challenges.
Breaking the Divide – A Climate Emotions Exchange Program
One inspiring example that ties together climate science learning, mental health support, and community-building is the Climate Emotions program run by the Break The Divide Foundation. Launched as a pilot in early 2024, this program pairs high schools in different parts of Canada to embark on a four-month journey of shared learning and action. For instance, a classroom in Saskatoon might be partnered with one in Halifax, or students in Iqaluit (Nunavut) with peers in Toronto. Over a series of seven virtual sessions, facilitated by Break The Divide mentors, the teens connect to discuss their local experiences of climate change and the emotions these experiences evoke (6). They learn that feelings of anxiety or sadness about, say, vanishing sea ice or intense prairie heatwaves are normal, and that other young people across the country feel them too. With guidance from a certified mental health professional, the students practice naming and understanding these “climate emotions” and explore coping strategies together (6). Crucially, the program doesn’t stop at sharing feelings – it channels those feelings into collaborative problem-solving. Each pair of schools identifies a climate-related problem affecting both of their communities and works on a youth-led project to tackle it. In one case, students in northern and southern Canada discovered they both faced challenges with local food security (though for different reasons exacerbated by climate). Through their partnership, they exchanged ideas and ultimately each started a community greenhouse project – one using solar heaters to extend the Arctic growing season, and the other establishing a neighborhood composting program to enrich soil and reduce waste. By the end of the program, over 300 students from 14 schools had not only built friendships across geographic and cultural divides, but also gained the confidence that they can create solutions (6). “Our goal is to bring youth from apathy to empathy to action,” the organizers say (6) – and the Climate Emotions initiative shows this is possible. Participants reported feeling less alone and more hopeful because they were actively working on constructive solutions with new friends. This case study highlights how combining rigorous learning (understanding local climate impacts), emotional support (peer discussions and mental health guidance), and community action (real-world projects) yields empowered, resilient young leaders. It serves as a model that other educators and schools can adapt on a smaller scale: perhaps by twinning your class with a sister school, or simply by fostering pen-pal exchanges and joint projects that connect your students to a wider community of climate learners.
Embracing an Evolving Landscape
Climate change education – and our understanding of climate-related mental health – will continue to evolve in the coming years. The science of climate change itself is dynamic: new research emerges constantly, and the impacts of climate change are accelerating in real time. This means today’s educators must be lifelong learners. We need to stay up to date on the latest findings in climate science to keep our teaching accurate and relevant. It might feel daunting – after all, few of us were taught about any of this in our own schooling – but it’s also an opportunity to model curiosity for our students. Why not bring in an article about this year’s Arctic ice levels or a clip from a recent scientific panel, and examine it together with your class? Demonstrating that we as teachers are also learning prepares students to embrace ongoing learning in their lives. It also keeps our curriculum rigorous. As Canada and the world implement new climate solutions or face new challenges (from breakthrough renewable technologies to the mental health impacts of climate-related disasters), our teaching content should adapt accordingly. In short, staying informed is part of being a climate educator. Fortunately, a growing number of educator-friendly resources – many of them free – are available to help update our knowledge (see the Sidebar for a few examples).
Just as the climate science is changing, so too is the conversation around mental health in education. Ten years ago, terms like eco-anxiety or climate grief were barely on educators’ radar; today they are entering mainstream discussion. Research into how young people experience climate anxiety, and what helps them cope, is rapidly expanding. For example, a 2023 national study provided concrete evidence of widespread climate-related distress among Canadian youth (2), amplifying the call for schools to respond. In parallel, psychologists and educators are developing new strategies and tools to address these needs – from classroom meditation exercises focused on eco-emotions, to guidelines for trauma-informed teaching after extreme weather events. We should acknowledge that we are at the early stages of integrating mental health awareness with climate education (1). There will be trial and error as we find what approaches work best for different age groups and contexts. This is okay. In fact, it’s expected. The evolving nature of this field means that educators must maintain an open mind and a willingness to experiment. What’s most important is that we keep student wellbeing at the center and remain flexible in our methods. Maybe you try a weekly “climate feelings” check-in and find it’s not resonating; you can adjust course and perhaps integrate those conversations into art or literature classes instead. Or you discover that a solution-focus that worked wonders with one class doesn’t spark the same engagement in another – prompting you to involve those students in co-designing a project that does excite them. Treat this guide not as a prescriptive formula but as a starting point, a toolkit that you will continue to add to with your own insights and creativity.
The good news is that educators are not alone in this journey – far from it. A spirit of collaboration and innovation is growing within the educational community around climate change teaching. Increasingly, teachers, school counselors, administrators, parents, and students themselves are coming together to share ideas and support one another. There are cross-Canada and international networks of climate educators exchanging lesson plans and advice on how to discuss tough topics. Mental health professionals are forming partnerships with schools to help design curricula that build emotional resilience. Researchers are working with teachers to measure what interventions boost student hope or reduce anxiety, creating an evidence base to guide future practice. Even government bodies are recognizing the importance of this integrated approach. In 2024, Environment and Climate Change Canada held national consultations toward a new framework for environmental learning, emphasizing holistic, empowering education that “enables us to make informed choices, manage eco-anxiety and prepare for the jobs of tomorrow” (7). The resulting National Framework for Environmental Learning (forthcoming) aims to share best practices across provinces and territories and to engage youth and Indigenous knowledge in shaping education (7). This kind of high-level support can bolster local efforts by providing funding, curricula, and training aligned with climate-ready, mentally healthy schools. It’s an exciting time to be involved in climate education: change is afoot at all levels, and innovative ideas that start in one classroom or one community can quickly spread and be adapted elsewhere. By staying connected – through professional associations, online hubs, webinars, and conferences – educators can both contribute to and benefit from this collective momentum.
A final note on collaboration: Don’t overlook the expertise within your own community. As you continue this work, consider forming a small “climate well-being team” at your school or in your district. This might include a science teacher, a social studies or literature teacher, a guidance counselor or school psychologist, and perhaps a student representative or club leader. Together, such a team can brainstorm integrated activities and provide mutual support. For example, a counselor could run a workshop for teachers on recognizing signs of climate anxiety and share coping exercises that teachers can use in class. In turn, teachers can invite the counselor to co-facilitate a student discussion when a sensitive climate topic arises. Collaboration can also extend to parents and families – hosting a family night on climate solutions, or sending home tips for discussing climate news in a balanced way. And of course, collaboration must include students as partners in the learning process. When students feel they have a voice – that their ideas for climate action projects or their feedback on how class activities are affecting them will be heard – they are more likely to stay engaged and develop ownership of their learning. In short, an open, collaborative mindset among the whole school community creates the supportive ecosystem that is needed for this new kind of education to thrive.
Invitation to Action
As we look ahead, we conclude with an invitation – and a challenge – to you, the educator reading this guide. You have the opportunity to be a catalyst for building a generation of resilient, informed, and empathetic learners. In the face of the climate crisis, educators are more than instructors; you are mentors, guides, and heroes in your communities. By integrating climate science, mental health awareness, and community engagement in your teaching, you can spark hope and action far beyond the classroom walls. This work is not always easy, but it is profoundly meaningful. Every discussion you facilitate that helps a student cope with climate anxiety, every project that empowers students to improve something in their community, every time you update a lesson with the latest science – you are contributing to a better future. You are equipping young people with the knowledge and emotional tools to navigate a changing world and to shape that world for the better.
We invite you to carry forward the insights of this guide into concrete next steps. Start small, but start somewhere. Here are a few practical actions to consider as you continue your professional journey:
Connect with fellow educators who are passionate about these themes. Join an educator network or community of practice (for example, an online hub or a local “green teachers” association) to exchange ideas and resources. Peer support will sustain you and spark new ideas – and you’ll realize how many others share your commitment.
Engage in ongoing learning about both climate change and mental health pedagogy. Seek out professional development workshops or webinars on climate across the curriculum, trauma-informed teaching, or social-emotional learning integration. Explore toolkits or guides (such as those in the Sidebar below) and consider starting a book club with colleagues to study strategies in depth. Staying informed and skilled boosts your confidence and effectiveness.
Embed changes in your classroom practice. Even small shifts can make a big difference. You might begin incorporating a 5-minute “climate news update” and reflection at the start of each week, letting students share thoughts. Or introduce a class ritual like writing one gratitude or one action they will take for the environment, to end on a constructive note. Perhaps pilot a short project – like a schoolyard tree-planting or an energy audit of your classroom – to give students hands-on problem-solving experience. Learn from these experiments and build on them.
Collaborate and advocate within your school. Share what you’re doing with administrators and suggest school-wide initiatives (e.g. an eco-anxiety awareness week, or a student climate action committee) that align with this approach. Advocate for supportive policies – maybe your school could create a tranquility garden for stress relief and biodiversity, or integrate climate-health themes into the health curriculum. When schools embrace these ideas broadly, the impact multiplies.
Finally, maintain your own well-being and sense of purpose. This field can at times feel heavy – after all, we are grappling with existential issues. Celebrate the successes, however small: the day a normally quiet student led a discussion on sea-level rise, or the pride your class felt after presenting their ideas to the city council. Those moments are fuel. Remember that you are making a difference, one student, one lesson at a time. In doing so, you are joining a growing movement of educators who refuse to let future generations be overwhelmed by climate change, and instead empower them to face it with knowledge, resilience, and compassion.
The conclusion of this guide is really a beginning. We have looked at what is possible when we teach climate change in a holistic, heart-centered way. Now it’s up to each of us to put it into practice and keep learning from the journey. We hope you feel inspired, equipped, and motivated to lead the charge in your classroom and community. The challenges ahead are no doubt great – but so is the potential of today’s young people. With educators like you lighting the way, our students can and will become the solutionaries, community-builders, and caretakers that a sustainable, just future demands. Thank you for being part of this crucial work. We can’t wait to see what you and your students will do next.
Chapter Highlights
Effective climate education integrates rigorous science with emotional support and community engagement, transforming anxiety into empowerment.
Teaching climate change through a mental-health lens validates students' emotions, ensuring learning becomes motivating rather than overwhelming.
Solution-focused, hands-on learning keeps hope central, showing students they have agency and the ability to make meaningful changes.
Community partnerships enrich climate education by extending learning beyond classroom walls, reinforcing students’ sense of belonging and collective purpose.
Climate education must remain flexible and adaptive, continuously evolving with new science, mental health research, and pedagogical innovations.
Educators should actively build professional support networks, remain committed to lifelong learning, and advocate within their communities to amplify impact.
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