Chapter 1. Introduction

Climate change is often described as the defining challenge of our time – and for today’s students, its impacts are not just scientific or political, but deeply personal. From unusually smoky summers to record-breaking heatwaves and floods, young people are already witnessing the effects of a warming planet in their daily lives.

This chapter introduces the science of climate change in an accessible way and explains why teaching this topic must also account for students’ mental and emotional well-being. We explore the core concepts of climate science, the emotional impacts of climate change (like anxiety, trauma, and grief), and practical ways to set a trauma-informed tone in the classroom. The goal is to help educators approach climate education in a manner that is accurate, caring, and empowering for learners of all ages.

Understanding Climate Change

What do we mean by “climate change,” and what is the scientific consensus? In simple terms, climate change refers to long-term shifts in weather patterns and average conditions on Earth. Global warming – the rise in average global temperature – is a key aspect of today’s climate change. Scientists agree overwhelmingly that Earth’s climate is warming at an unprecedented rate due to human activities (1, 2). When we burn fossil fuels for electricity, heat, and transportation, we release greenhouse gases like carbon dioxide (CO₂) and methane into the atmosphere. These gases act like an invisible blanket around the planet, trapping heat that would otherwise escape into space (the “greenhouse effect”; 2). A natural greenhouse effect keeps Earth warm enough for life, but adding extra greenhouse gases has intensified this effect, causing the planet’s temperature to climb higher than it has in thousands of years (1, 2).

Evidence of climate change is visible in every region of the world. Earth’s average surface temperature has already risen about 1.1°C since the late 19th century (3). Each of the last three decades was warmer than any decade on record before (2). In Canada, the changes are especially pronounced. Canada’s average temperature has increased by 1.7°C from 1948 to 2016, about double the global average rate (2). Northern Canada is warming even faster. What do these numbers mean for daily life? For one, a warmer climate supercharges the weather. Extreme weather events like heat waves, heavy rainfall, and wildfires have become more frequent and intense (2). For example, parts of Western Canada experienced an unprecedented heatwave in 2021, and communities across the country have faced record wildfire seasons and flooding in recent years. Warmer winters mean less predictable snowfall, affecting everything from farmers’ planting seasons to kids hoping for ice skating on outdoor rinks. Along Canada’s coasts and in the North, melting glaciers and sea ice and thawing permafrost are reshaping landscapes and ways of life. Around the world, the story is similar: more droughts in some areas, heavier storms in others, rising sea levels, and stressed ecosystems. A recent United Nations report warned that in a single year (2018) extreme weather events affected 62 million people globally and displaced 2 million from their homes (3). The scientific consensus is clear that these changes are “unequivocally” caused by human influence on the climate system (1, 2), and they pose widespread risks to both nature and society.

Despite the serious impacts already underway, climate science also teaches us that there are solutions. Global efforts under the Paris Agreement aim to limit warming (for example, to 1.5°C above pre-industrial levels) to avoid the worst effects. Students will learn in later chapters about mitigation (reducing greenhouse emissions) and adaptation (preparing for climate impacts). But as we introduce the science, it’s important to convey two truths: Climate change is real and happening now, and we can do something about it. This balanced message – grounded in evidence but not despair – lays the groundwork for productive learning. When students understand core concepts like greenhouse gases, global warming, and extreme weather in relatable terms, they are better equipped to grasp why climate change matters. For instance, you might connect the science to everyday examples: discuss how a parked car heating up in the sun is a tiny example of the greenhouse effect, or how unusually intense rainstorms have flooded a local playground or basement. Relating abstract concepts to familiar experiences makes the science accessible without watering down the facts. In a Canadian context, you can draw on local observations (such as thinning ice on a nearby pond or more intense wildfire smoke days) to help students see that climate change is not an abstract, distant issue – it’s part of their world, here and now.

Why Mental Health Matters in Climate Education

Teaching climate science is not only about data and facts – it’s also about feelings. Children and youth today are growing up in the shadow of climate change, and many are experiencing strong emotional responses to what they hear and see. Terms like “eco-anxiety”, “climate grief”, and “solastalgia” have emerged in recent years to describe the mix of fear, sadness, and even mourning that can accompany awareness of environmental crises (4). Eco-anxiety is often defined as a chronic fear of environmental doom – a feeling of anxious helplessness in the face of planetary changes. While eco-anxiety is not a diagnosable illness, its effects on young people’s well-being are very real. In a large global survey published in 2021, 60% of young people (age 16–25) said they felt very or extremely worried about climate change, and nearly half reported that these worries affect their daily life functioning (5). Canadian youth share similar sentiments: in one national survey, 58% of young Canadians said they felt afraid, sad, anxious, or powerless about climate change, and about 40% said climate concerns negatively impact their daily lives (6). These emotions often stem from a sense of threat to their future and frustration at the slow pace of adult action on climate issues.

Beyond anxiety, some students may experience grief or loss related to climate change. They might mourn the death of a beloved tree in the schoolyard after an insect infestation linked to warmer winters, or feel a profound sadness when they learn about polar bears losing sea ice habitat. Others feel a sense of injustice and anger — for example, understanding that communities least responsible for greenhouse gas emissions (often low-income or Indigenous communities) are among those hit hardest by climate impacts. And for those who have lived through climate-related disasters such as wildfires, hurricanes, or floods, there may be trauma in the very literal sense. Surviving an event like a wildfire evacuation or a major flood can leave children with lasting psychological effects: studies have found high rates of post-traumatic stress disorder (PTSD), depression, and anxiety among young survivors of extreme weather disasters (5). Even students not directly affected may feel distress when seeing communities on the news “engulfed in flames” or “submerged by floods,” as one report put it (4).

All these responses – anxiety, grief, anger, hopelessness – are often collectively referred to as climate emotions or climate distress. It is normal for students to have strong feelings about a problem as big as climate change. In fact, these feelings show that they care. However, if unaddressed in the classroom, such emotions can interfere with learning. A student overwhelmed by fear might shut down during a climate science lesson, or one who is angry might become disengaged or disruptive. On the other hand, a student who feels hopeful and supported is more likely to absorb the material and even take positive action. This is why mental health-aware climate education is so important. By acknowledging and supporting students’ emotional needs, teachers can help students move through difficult feelings rather than getting “stuck” in them. Research suggests that when teachers incorporate emotional support into climate education, it can actually enhance learning outcomes and foster resilience (7, 8).

In practical terms, being mental health-aware means creating space in the curriculum and classroom for students to express how they feel about climate change. It means validating those feelings (“It’s understandable to feel upset by this news”) and guiding students toward coping strategies and solutions. Crucially, it means avoiding the pitfalls of doom and gloom – teaching only the catastrophic facts without context or hope – which can leave young people feeling powerless. Instead, educators can pair the hard truths of climate science with discussion of what is being done and what students themselves can do, instilling a sense of agency. We will explore specific strategies for this balance in later chapters (such as using solution-focused projects or social-emotional learning activities). At this introductory stage, the key takeaway is that climate change is as much an emotional topic as a scientific one for students, and effective climate education must address both. Just as we would not teach a lab experiment without proper safety measures, we should not delve into climate crises without care for students’ emotional safety. This is the essence of a trauma-informed, mental health-aware approach: recognizing the potential for climate lessons to trigger anxiety or trauma, and proactively fostering an environment of support, empathy, and hope.