Chapter 6. Self-Care for Educators and Ongoing Professional Development
Below are some helpful resources related to the content in this chapter:
Exploring Climate Change and Mental Health: An Educational Toolkit is a free toolkit (with a short film) from University of British Columbia that helps educators address climate change and mental health in the classroom through reflective exercises. Provides practical activities to empower students and teachers while confronting climate distress. (9)
Educator’s Guide to Climate Emotions is a comprehensive guide created by teachers and mental health professionals, offering strategies to work with eco-anxiety and climate grief among students and educators. Includes discussion techniques, self-care tips, and lesson ideas to navigate climate emotions constructively. (Available as a PDF from Climate Psychology Alliance North America.)
Teach Climate Network is an online community and year-round PD program (by Climate Generation) for K-12 educators. Offers monthly webinars, curriculum resources, and a peer network to share challenges and successes in climate change teaching (4) (4). A great way to stay connected and inspired with educators across North America who are integrating climate action and wellness in their practice.
Teaching about climate change can be profoundly rewarding – educators play a key role in empowering the next generation to face global challenges. Yet it also carries an emotional toll. Discussing melting ice caps, wildfires, or climate injustice day after day can leave even passionate teachers feeling drained, anxious, or overwhelmed. Many educators report complex emotions like frustration, sadness, and even grief when teaching climate topics (1). Over time, chronic stress in this work can lead to burnout – the state of exhaustion, cynicism, and reduced efficacy that comes from unrelenting job demands (2). In fact, roughly half of teachers (in one survey) have considered leaving the profession, citing stress as a major reason (2). Moreover, educators often shoulder their students’ anxieties and trauma: supporting youth through climate-related distress can put teachers at risk of secondary traumatic stress (sometimes called “compassion fatigue”) (2) (2). In short, teaching climate change is hard on the heart. Recognizing this reality is the first step toward a healthier approach for both teachers and students.
Navigating the Emotional Toll with Self-Care
Given these challenges, it’s vital for educators to prioritize self-care as an integral part of their practice. “You can’t pour from an empty cup,” as the saying goes. Educators who tend to their own emotional well-being are not only healthier and happier, but also better equipped to support their students through climate anxiety or eco-grief. In trauma-informed education, an often-overlooked principle is that teachers’ emotional needs matter, too. We know that teachers who cultivate emotional resilience experience less burnout (2). And conversely, a teacher who hasn’t “taken care of their emotions” regarding climate change could unintentionally project fear or hopelessness to students (3). Self-care is not selfish – it’s professional maintenance. Here are some evidence-based self-care strategies for climate educators:
Mindfulness and Reflection: Taking time to pause and be present can greatly mitigate stress. Mindfulness practices – such as short meditations, deep-breathing exercises, or reflective journaling – help calm the nervous system and build emotional awareness. For example, some teachers set aside a few minutes each morning for mindful breathing or use a meditation app during a prep period. These habits can reduce anxiety and improve focus. Research in educational settings has found that training in emotional skills like recognizing and regulating feelings correlates with lower burnout (2). Mindfulness, in particular, has been shown to help teachers “reset” amidst chaos, letting go of intrusive doom-and-gloom thoughts. Even simple practices like a mindful walk in nature after school can rejuvenate an eco-weary mind.
Peer Support and Community: One of the most effective antidotes to despair is knowing you are not alone. Connecting with fellow educators who understand the unique challenges of teaching climate change can provide immense emotional relief. This might take the form of an informal peer support group, where colleagues gather (in person or online) to share experiences and coping strategies. Some school teams are now scheduling regular “climate check-ins” – safe spaces for teachers to vent anxieties or brainstorm solutions over a cup of coffee. Such collegial support normalizes the emotional ups and downs of climate teaching and creates a sense of solidarity. In a recent survey, 74% of climate change teachers said they feel supported by other teachers when it comes to how they teach the topic (1). Simply talking openly with peers can lighten the emotional load. On the flip side, isolation worsens burnout. Not knowing where to turn for support, or lacking a community of like-minded educators, can leave a teacher feeling exhausted and alone (4). So, seek out your people – whether it’s two teachers at your school who care about climate, or an online forum of educators globally. Community is a form of self-care.
Setting Boundaries: Climate change is an all-encompassing, urgent issue – which paradoxically means educators must set boundaries to avoid all-consuming stress. It’s important to delineate time for work and time for personal life, and to give yourself permission to “switch off” from the barrage of climate news now and then. For example, you might decide not to check environmental news or emails after dinner, or reserve weekends for family, hobbies, and non-climate topics to recharge. Protecting these mental breaks can prevent burnout by letting your mind and body recuperate. Boundaries are also important in how much extra labor you take on: it’s okay to say no to leading one more climate initiative at school if you’re at capacity. School leaders are increasingly aware of this; some principals have even begun communicating clearly to parents that teachers will not respond to emails at night or on weekends, to enforce work-life balance (2). If your environment hasn’t set those limits, you can still set them for yourself and kindly communicate them. Another aspect is emotional boundaries – recognizing what problems you can versus cannot solve. Climate change won’t be fixed by one lesson or one teacher, and carrying the weight of the world on your shoulders helps no one. As an educator, commit to doing your best during the school day, but allow yourself to rest and detach afterwards without guilt. Your passion is a strength; healthy boundaries keep it sustainable.
Healthy Habits and Routines: The basics of self-care – sleep, nutrition, exercise, and leisure – are often the first to slip when a teacher is swamped or stressed. However, these basics have powerful effects on mental resilience. Getting enough sleep, for instance, can dramatically improve your mood and patience in the classroom. Physical activity (like a brisk walk at lunch or a weekend bike ride) reduces stress hormones and counteracts the sedentary strain of teaching. Many educators find solace in spending time outdoors, gardening, or hiking – a reminder of the beautiful natural world we are working to protect, and an antidote to the hours spent discussing environmental destruction. Hobbies unrelated to teaching (reading for pleasure, music, cooking, etc.) also provide needed mental refreshment. Additionally, consider professional support as needed: talking to a counselor or using an employee assistance program, if available, is not a sign of weakness but a proactive step to process secondary trauma or anxiety. Some educators even engage in climate-aware therapy or support groups in their community, where they can candidly explore feelings of climate grief or helplessness in a therapeutic setting. In short, self-care is multifaceted – from a 5-minute breathing exercise between classes, to a weekend yoga class, to asserting that you won’t answer work calls during dinner, to seeing a therapist. Bit by bit, these strategies build resilience. They allow you to show up in the classroom as a more present, patient, and hopeful teacher.
Trauma-Informed Teaching Starts with the Teacher
Educators often hear about being “trauma-informed” for their students – creating safe classrooms, being sensitive to signs of trauma, and so on. Equally important is applying a trauma-informed lens to educators’ own experiences. A teacher dealing with climate-related trauma or stress reactions needs care and understanding just as much as a student does. In practice, this means schools and leaders acknowledging the emotional burden on teachers and providing support (we’ll discuss building support networks shortly), and it means educators self-recognizing when they are nearing their limits. Pay attention to your own warning signs: maybe you’ve been having nightmares about climate disasters, or you notice a spike in irritability and pessimism after teaching certain units. These can be clues that you’re experiencing vicarious trauma or burnout. Rather than ignoring these signals, a trauma-informed approach would encourage you to respond with compassion – for example, by taking a mental health day, seeking counsel from a mentor, or adjusting your curriculum pacing to give everyone a breather.
Experts note that for climate change education to be sustainable, teachers must “carefully respond to their own and students’ complex climate emotions” as a fundamental part of the process (5). In interviews with Canadian teachers, researchers found that many educators are already weaving personal reflection and emotional regulation into their teaching practice as a form of trauma-sensitive pedagogy (5). This might look like a teacher pausing a intense class discussion for a short grounding exercise that they participate in alongside students, or openly modeling coping strategies (e.g. “When I read about these wildfire statistics, I felt sad and overwhelmed, so I took a walk last night to clear my head.”). By naming and normalizing emotional reactions, teachers create a culture where feelings are okay to express and manage. It also reminds the educator to take their own advice – to use the tools of stress management in their personal life.
Another trauma-informed principle is predictability and safety. If a certain climate topic is triggering for you (say, discussing species extinction makes you particularly upset because of personal values), plan ahead for how to handle it. Maybe bring a co-teacher or counselor in for that lesson, or use prepared videos so you aren’t leading the discussion solo, or follow a heavy lesson with a lighter, hopeful activity for balance. It’s not about avoiding hard topics, but about scaffolding them in a way that doesn’t leave the teacher (or students) emotionally shattered. Also, don’t hesitate to tap into your empathy and creativity to infuse hope into the narrative – focus on solutions, resilience stories, and local successes as much as you do on the problems. Doing so isn’t just for the students’ sake; it feeds your hope as well. Many teachers report that incorporating positive, action-oriented content renews their own sense of purpose and counters the despair (4) (4). In sum, a trauma-informed climate educator treats themselves as gently and intentionally as they treat their students, creating a classroom atmosphere where wellness is a shared priority.
Building Your Professional Support Network
Teaching can be a lonely profession at times – each educator in their own classroom, facing their own challenges. But you are part of a larger community, and that community can be a wellspring of strength. Building a professional network is especially important when navigating the emotionally charged realm of climate education. Such a network can take many forms, from formal to informal:
School and District Networks: Start where you are. Does your school have a green team, sustainability committee, or mental health and wellness committee? Joining these can connect you with colleagues who care about similar issues. Some school districts in Canada have formed climate change education working groups, where teachers across different schools meet (virtually or in person) to share resources and discuss challenges. Others have mentorship programs – for example, a new teacher might be paired with a more experienced teacher who has taught environmental science, providing an outlet to ask questions and gain perspective. Unions and professional associations are also key allies. In many provinces, teacher unions have wellness programs or social justice committees that address climate and mental health topics. For instance, the Alberta Teachers’ Association and the Canadian Teachers’ Federation have both acknowledged eco-anxiety as a growing concern and called for more support for teachers in this area. Even if your union doesn’t explicitly focus on climate change, they often offer general burnout prevention resources and can advocate for systemic changes (like smaller class sizes or more prep time) that indirectly ease teacher stress (6). Don’t overlook staff meetings or PD days as networking opportunities too – a casual conversation with a colleague about how hard it was to talk about the latest IPCC report can spark ongoing peer support.
Online Communities and Social Media: Educators today are not limited by geography. There are thriving online communities of climate change educators and compassionate educators that you can plug into. For example, the Teach Climate Network is a global online community that provides monthly webinars, working groups, and a discussion forum for K–12 teachers teaching climate change (4). Joining such networks can introduce you to new teaching ideas and reassure you that your struggles (and triumphs) are shared by others around the world. Social media (in moderated, professional contexts) can also be a source of community. Twitter hosts chats like #TeachClimate or #ClimateEdu where educators swap tips. Facebook groups exist for science teachers, geography teachers, and more specifically for climate anxiety and education. Ensure that any online group you join has a supportive and solution-focused tone – the goal is to uplift each other, not to spiral into collective despair. By engaging with a wider community, you gain access to collective wisdom. You might learn how a teacher in Manitoba handled a sensitive conversation about climate justice, or how a professor in Nova Scotia incorporates mindfulness in an environmental science lecture. These connections broaden your toolkit and make you feel part of a movement rather than a lone crusader. Research shows that a positive school climate and collegial support boost teachers’ personal resilience and job satisfaction (7) – in other words, feeling connected can directly combat burnout.
Professional Organizations and Conferences: Consider joining organizations dedicated to environmental education or trauma-informed practice. In Canada, one notable network is EECOM (Canadian Network for Environmental Education and Communication), which hosts annual conferences and regional meet-ups for educators committed to environmental learning. Attending a conference or even a one-day workshop can recharge your enthusiasm by surrounding you with peers who “get it.” These events often feature sessions on teacher wellness, sharing circles for eco-anxiety, or keynote speakers who provide inspiration and practical guidance. For example, a teacher attending an environmental education conference might join a breakout session on “Managing Climate Anxiety in the Classroom,” come away with new strategies, and also exchange emails with a few participants to keep supporting each other. Subject-specific associations can help as well. Science teachers’ associations, geography or social studies councils, etc., frequently address climate change in their publications or PD events, and they can connect you with mentors in your subject area. If higher education is your context, look for networks like the “Sustainability in Education” caucuses or mental health committees at your college/university. Many university faculty have begun organizing around the idea of caring for students’ and instructors’ mental health amid ecological crises. By proactively weaving yourself into these networks, you gain not only resources but also a sense of camaraderie and shared mission that is deeply sustaining.
Community and Interdisciplinary Connections: Your support network need not be limited to educators. Building relationships with mental health professionals, for instance, can be very beneficial. Some schools partner with psychologists or social workers who can run debrief sessions for teachers or offer strategies for coping with student trauma. Even a one-time training by a counselor on self-care techniques can spark ongoing peer support among staff. Similarly, connecting with climate scientists or local environmental activists can remind you why the work is worth it and provide outside perspectives that reignite hope. For example, a teacher who befriends a climate scientist at a local university might get the latest optimistic developments in renewable energy to share with students – a nice counterbalance to the usual dire news, which helps the teacher’s own outlook, too. Interdisciplinary groups – say, a book club reading climate fiction, or a community climate action team – can feed your sense of purpose outside the school walls. The key is to not isolate yourself. When teachers facing climate distress band together, whether through a formal network or a weekly coffee chat, it creates a fabric of support that catches each member during hard times. As one educator described it, “We hold each other up. When I stumble, my peers pick me up, and when they struggle, I do the same. We move forward together.” This collegial resilience is powerful.
Lifelong Learning and Professional Development for Climate Educators
Hand-in-hand with self-care and community support is the commitment to ongoing professional development (PD). Climate change is a dynamic field – scientifically, politically, pedagogically – and the landscape of mental health and trauma-informed teaching is evolving too. Engaging in continuous learning keeps educators equipped with up-to-date knowledge and fresh strategies, which in turn boosts confidence and reduces stress. In a recent national survey on climate change education in Canada, only 34% of educators felt they currently have the knowledge and skills needed to effectively teach climate change, and a strong majority called for more classroom resources and professional development to help them (6). This highlights a crucial point: it’s not just you. Many teachers feel a need for more training in this area, and responding to that need can alleviate the sense of inadequacy that feeds burnout. Here are key areas for professional growth, and why they matter:
Trauma-Informed Practices: Given the prevalence of trauma and anxiety around climate issues, seeking out PD in trauma-informed educational practices is extremely valuable. This might involve workshops on how trauma affects the brain and learning, seminars on creating emotionally safe classrooms, or courses on secondary trauma for educators. By learning trauma-informed strategies, you’ll be better prepared to handle emotional outbursts or shutdowns in your classroom and to guard your own well-being. For example, a teacher trained in trauma-informed practice might use grounding techniques when students get anxious – techniques that help the teacher stay calm too. Many school districts and teachers’ unions now offer PD days focused on mental health in schools; try to attend those and ask explicitly how the lessons apply in the context of climate change discussions. If such training isn’t available through your school, there are online options. Organizations like the Trauma-Informed Schools Institute or university extension programs often have modules on educator self-care and trauma-sensitive teaching. Equipping yourself with this knowledge not only benefits students but can validate your own feelings – it reassures you that it’s normal to be affected by the heavy content and gives you concrete methods to cope. As one teacher put it, “Understanding secondary trauma was a game-changer – I realized I wasn’t ‘going crazy,’ and I learned how to set up a support plan for myself.” When you approach climate education with a trauma-informed lens, you’ll feel more competent and calm, rather than walking on eggshells fearing an emotional crisis.
Social-Emotional Learning (SEL) and Climate Emotions: SEL isn’t just for students. The skills of recognizing emotions, empathizing, communicating, and building healthy relationships are fundamental for teachers navigating climate topics. Professional development in SEL can help you integrate emotional check-ins, circle discussions, or collaborative problem-solving in your classroom – all techniques that bolster student well-being and lighten the emotional load on the teacher. For instance, training in facilitating dialogue about feelings (e.g. how to lead a conversation when a student says “I’m scared about the future”) will leave you less flustered and more confident when those moments inevitably arise. It also gives you tools for your own emotional regulation. Many teachers report that after incorporating a brief mindful breathing or feelings circle in class, they felt better, not just the students. There are emerging PD resources specifically at the intersection of climate and SEL. One example is a free online course offered by UNESCO MGIEP called “Climate Change and Emotions: A Step Towards a Sustainable Future,” which helps educators learn to understand and cope with climate-related emotions (for themselves and their learners) (8). Such training underscores that emotional well-being is a learning outcome, not an incidental sidebar. Another resource, An Educator’s Guide to Climate Emotions (published by the Climate Psychology Alliance), provides concrete strategies for working with climate feelings in educational settings – reading guides like that can count as professional learning too. The takeaway is that by honing your social-emotional skills and strategies, you’ll feel better equipped to handle the waves of emotion that come with climate topics, making your teaching more effective and compassionate.
Up-to-Date Climate Science and Solutions: Nothing causes teacher anxiety quite like feeling unsure about the subject matter. Climate science is complex and rapidly updating; if you haven’t had the chance to study it in depth, it’s natural to worry “What if a student asks something I can’t answer?” or “Am I up-to-date on the latest data?” This content uncertainty can feed imposter syndrome and stress. Pursuing professional development in climate science can significantly boost your confidence. Look for workshops, MOOCs, or courses designed for educators. For example, EcoSchools Canada offers a series of professional learning modules that cover the basics of climate science, climate solutions, and even local climate impacts. Likewise, the “Accelerating Climate Change Education” project in Canada has online courses for teachers that explore how to integrate climate across the curriculum (including a module on addressing climate emotions). Many universities (like UBC, University of Toronto OISE, etc.) have started summer institutes or certificate programs in climate change education. Enrolling in these can deepen your knowledge and connect you with peers. Even attending public lectures or webinars by climate scientists can count as PD – every insight you gain will make you feel more prepared in the classroom. Importantly, don’t just focus on the doom; seek out PD that highlights solutions and resiliency. Learning about renewable energy breakthroughs, Indigenous climate leadership, or effective climate policies can give you a more rounded picture to teach from – and it can replace some of your dread with cautious optimism. Staying current with climate science also means you can correct misconceptions and steer students toward trustworthy information, which reduces the chance of conflict or confusion in class (a known stressor for teachers). In short, knowledge truly is power here – the more you know, the less helpless you’ll feel. And remember, you don’t need to become a climate scientist; you just need to stay curious and keep learning. Make it fun where possible: some teachers form a book club to read the latest State of the Climate report or a solutions-focused book together, blending content learning with social support.
Curriculum and Pedagogical Training: Beyond science content, climate change education spans social studies, economics, health, and more. Professional development that helps you teach climate change across subjects or using innovative methods can reinvigorate your practice (and decrease your planning stress). For example, training in project-based learning might help you turn a climate unit into a hands-on project, shifting some responsibility to students and creating more engagement (which often leads to a more positive experience for you, too). Workshops on Indigenous perspectives in climate education can provide new frameworks of hope, stewardship, and relational learning that combat the bleakness of Western climate narratives. Even an art or literature teacher might seek PD on incorporating climate themes in their subject – broadening your approach can make climate teaching feel less like a siloed burden and more like an integrated exploration. Many educators find that when they learn how to focus on local issues and solutions, or how to facilitate action projects, their own climate dread lessens; action is a known antidote to anxiety. If you help students plant a garden, campaign for bike lanes, or start a recycling program, you’re actively part of the solution, not just talking about problems. Look for PD opportunities that emphasize these solutionary and action-oriented pedagogies. For instance, some school boards partner with environmental organizations to host training on outdoor education or climate action projects. The skills you gain will not only improve student outcomes but also feed your sense of efficacy and hope – a win-win for mental health.
One practical tip is to set PD goals for yourself each year. Just as you might set a goal for improving assessment or classroom management, set a goal related to climate education and mental health. Maybe this year you’ll attend one major training, read two books on the topic, and try one new technique like classroom mindfulness. By intentionally pursuing growth, you send yourself the message that you are evolving and not alone in figuring this out. And don’t discount the energizing effect of PD – teachers often come away from a great workshop buzzing with new ideas and recharged enthusiasm. (Of course, that energy can fade in a couple of weeks (4), so it’s important to have that ongoing network and multiple touchpoints, as discussed.) A mix of one-off events and sustained learning (like a monthly webinar series or professional learning community) is ideal to keep your batteries charged throughout the year (4). Above all, remember that professional development is not a luxury or extra in this field – it’s a form of self-care and professional survival. By learning continuously, you adapt to new challenges with more ease, reduce the anxiety of the unknown, and improve your capacity to inspire students. In the fast-changing world of climate change and mental health research, there will always be something new to learn – embrace that journey. As Canadians push to incorporate climate change across all grade levels (6), educators at both K-12 and higher education levels will need ongoing support. By advocating for and engaging in PD, you’re investing in your longevity and passion as an educator.
Chapter Highlights
Teaching climate change can deeply impact educators emotionally, increasing the risk of burnout and compassion fatigue.
Prioritizing self-care, including mindfulness, boundary-setting, and healthy habits, helps educators maintain resilience and effectiveness.
Trauma-informed practices should extend to educators themselves, fostering awareness of their own emotional needs.
Building supportive professional networks provides essential community, combats isolation, and enhances emotional well-being.
Lifelong professional development, especially in trauma-informed teaching, SEL, climate science, and solutions-oriented approaches, reduces stress and boosts teacher confidence.
Educators must balance continuous learning with self-compassion, recognizing professional growth as key to personal wellness.
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