Chapter 4. Age-Appropriate Conversations

Climate change can stir up big feelings in children – from curiosity and concern to fear and anger. In Canada and around the world, many young people are already anxious about what climate change means for their future. In one national survey, 73% of Canadian youth (aged 16–25) said the future feels frightening due to climate change (1), and 78% reported that climate change impacts their overall mental health (1). Clearly, these emotions are real and significant. As a parent, you have a crucial role in helping your child make sense of these feelings. The way you talk about climate change should evolve as your child grows – what reassures a four-year-old is different from what empowers a teenager. This chapter guides you through age-appropriate strategies for four developmental stages: early childhood, middle childhood, adolescence, and emerging adulthood. We’ll explore each stage’s developmental readiness and emotional capacity, and offer evidence-based tips (grounded in psychology and education research) for climate conversations that are honest, compassionate, and empowering.

Before diving in, remember that every child is unique. Developmental frameworks like Piaget’s stages of cognitive development and Erikson’s psychosocial stages give us a general road map, but you know your child best. Above all, strive to create a warm, open space where climate emotions are heard and validated. Experts emphasize that feeling anxious or sad about climate change is a normal response to a real problem – not a sign that anything is “wrong” with your child (2). By talking about it, you can help them cope in healthy ways and even channel those feelings into hope and action. Let’s look at how to do that in a developmentally appropriate way at each age.

Early Childhood (Approximately Ages 3–6)

In early childhood, children are aware of the world around them but interpret it through a very magical and egocentric lens. According to Piaget’s theory, under about age 7 children are in the preoperational stage – they have vivid imaginations and take things literally, but they don’t yet think abstractly or grasp complex cause and effect (3). Emotionally, preschoolers and kindergarteners are just learning to identify basic feelings like happy, sad, or scared. They can feel upset by distressing things (a loud thunderstorm, a sick animal) but have limited ability to understand why something is happening or to reassure themselves. Importantly, kids this age are also in what Erikson described as the “initiative vs. guilt” stage (around 3–5 years old) (4) (4). They are naturally curious – the classic “Why, why, why?” age – and they want to explore and ask questions about everything. They also tend to think everything is somehow related to them. This means a young child might hear about a polar bear losing its home and worry they did something to cause it, or fear that a big storm will personally hurt their family. Your job at this stage is to gently nurture their curiosity and concern for nature, without overwhelming them or causing guilt.

Given your young child’s needs during this stage, keep it very simple, concrete, and loving. Focus on nurturing your child’s connection to nature and sense of security first and foremost. Maria Montessori wrote, “There must be provision for the child to have contact with nature; to understand and appreciate the order, the harmony and the beauty in nature.” (5) In practice, this means spending time outdoors together and talking about the wonders of the Earth in positive ways. For example, if you’re walking in the park, you might point out a tall tree and say, “Isn’t that tree beautiful? Trees help keep our air clean. We take care of them, and they take care of us.” Young children learn best from concrete experiences like planting a seed, watching the weather, or feeding birds. These hands-on activities naturally teach respect for the environment without needing to bring up scary “end-of-the-world” concepts.

When climate change does come up – perhaps your child overhears something on the news or notices a dried-up flower in a heat wave – address it calmly in age-appropriate terms. You can acknowledge the issue briefly while providing reassurance. For instance, if your four-year-old asks why it’s so smoky outside during a wildfire season (a situation many Canadian families have experienced recently), you might say in a gentle tone: “Sometimes there are big fires in the forests and the wind brings the smoke here. It can make the sky look orange. The grown-ups (firefighters and helpers) are working hard to make it better. We will stay safe inside until the air is clear.” This kind of explanation gives a simple factual reason, but emphasizes safety and caring adults. Always reassure their personal safety (“we will keep you safe”) because young kids’ first concern is often, “Am I okay? Are you (parent) okay?” They do not need detailed data about climate change at this age. In fact, too many facts can confuse or scare them. As one expert notes, an eight-year-old will have a different understanding than a four-year-old (6), so with a preschooler, stick to basics.

Another key strategy is to frame caring for the Earth as a family value without introducing blame. You can say things like, “We love the Earth, so we try to help keep it clean and healthy.” Make it concrete: “Remember when we watered the garden? We were helping the plants because it was so hot outside!” Young children love to feel helpful. Praising small positive actions can make them proud rather than fearful. For example, if they pick up litter at the playground (with supervision), you might cheer, “You helped the birds by doing that – thank you!” Such simple affirmations engage their initiative (as Erikson describes) and build their sense of agency rather than helplessness.

Phrasing Suggestions

When discussing environmental problems with a little one, keep your language gentle and focus on feelings of care and reassurance. You might say, “The Earth is kind of like our home. Just like we tidy up our room, we also help tidy up the Earth.” If your child is upset seeing a dead tree or an injured bird, acknowledge their emotion first: “I know that makes you feel sad. I feel sad too when I see hurt animals.” Use a calm, soothing voice and perhaps a hug or cuddle to physically reassure them. Then pivot to something hopeful they can understand: “We give the bird to a helper who will take care of it,” or “Let’s water the flowers so they can be strong.” At this age, your presence and tone often speak louder than your words – showing empathy and safety will help ease their distress.

Finally, storytelling is a powerful tool for early childhood. Consider reading storybooks that touch on nature and caring for the environment in a gentle way. Classic tales or fables where characters (animals, trees, etc.) help each other or overcome a problem can indirectly introduce themes of kindness to the Earth. Keep the stories age-appropriate and ending on a positive note. By cultivating love for nature early on, you’re building a foundation that will help your child approach climate issues with compassion rather than fear as they grow. As one climate parenting expert advises, “Showing children what it is that we need to protect is really critical.” (6) When they adore the planet, they will naturally want to care for it – and that sense of care is the gentle message to emphasize in early childhood.

Middle Childhood (Approximately Ages 7–12)

In middle childhood, roughly ages 7 to 12, kids become more fact-oriented and eager to learn how things work. Cognitively, they enter Piaget’s concrete operational stage around age 7, meaning they can think more logically about real, tangible situations (though abstract concepts are still tricky) (3). They can understand sequences of cause and effect better now: for example, they might grasp that burning fuel makes gases that trap heat, causing the planet to warm – as long as it’s explained in a clear, concrete way (perhaps with an analogy or simple experiment). They also start distinguishing fantasy from reality more reliably, so they won’t literally think climate change is caused by an angry sun monster or other imaginative explanations that younger kids might concoct. Emotionally, children this age develop a stronger sense of justice and fairness. They may feel upset if they perceive something as “not fair” – for instance, learning that people’s actions are harming polar bears or that some communities suffer more from climate disasters can spark moral concern. At the same time, they might experience eco-anxiety or sadness, but often still have an underlying optimism that problems can be fixed (especially if adults in their life model hope).

Erikson describes the primary task of this stage (roughly 6–11 years) as “industry vs. inferiority” (4) (4). Children strive to feel competent and useful. They are widening their world beyond home – school, clubs, teams – and they love to master new skills. If they feel capable and are encouraged, they develop a sense of industry (confidence in their ability to achieve goals); if they are dismissed or made to feel powerless, they may develop a sense of inferiority. Applying this to climate conversations: a child in middle childhood might react to learning about climate change by wanting to do something to help, or by asking a lot of questions to understand the issue. They have the emotional capacity to handle more information now, but they also urgently need a sense of empowerment and accomplishment to avoid feeling overwhelmed or helpless.

Based on your child’s needs during middle childhood, be honest and fact-based, but keep the conversation constructive and action-focused. At this age, it’s appropriate to share basic scientific facts about climate change, tailored to your child’s level of understanding. Start by asking them what they already know; many school-age kids will have learned something about climate or the environment in school or from media. If your nine-year-old comes home from school and says, “We learned that the Earth is getting hotter and polar bears are in trouble,” you can build on that. Validate what they’ve learned (“Yes, the Earth is warmer now than it used to be, and that can make it hard for polar bears to find ice.”) and invite their questions: “What else did you talk about? Do you have any questions about it?”

When explaining causes and effects, use clear, relatable examples or analogies. For instance, to explain the greenhouse effect, you might compare it to a blanket: “Certain gases act like a blanket around the Earth. A blanket is nice when it’s cold, but too many blankets make you hot. People have put extra ‘blankets’ around Earth by burning coal, oil, and gas for energy, which makes the planet heat up.” Keep your tone matter-of-fact and not doom-laden. School-age kids appreciate truthfulness – don’t tell them climate change isn’t real, for example – but you can deliver truths in a calm, problem-solving manner. Emphasize solutions and actions alongside the facts. Children in this age group are often relieved to hear that people around the world are working on fixing the problems. Share some examples that inspire hope: like news of a new wind farm project, community tree planting events, or kids their age who have started an initiative (for example, collecting batteries for recycling). This helps “keep their faith in humanity alive” (7) (7) even as they learn about serious issues.

Crucially, listen to their feelings and let them know it’s okay to feel upset. You might notice your child shows worry in different ways – perhaps asking the same question repeatedly for reassurance, or getting unusually quiet after watching a documentary. Encourage them to express their feelings: “How did that video about the melting ice make you feel? It made me sad too. It’s normal to feel sad or worried.” By naming the emotion (an approach consistent with social-emotional learning, or SEL), you help them feel understood. Follow up by focusing on action: research shows that doing something active, especially with others, can alleviate eco-anxiety (8). So you might say, “Shall we do something to help the polar bears? Maybe we can raise a bit of money for them or learn more about what they need.” This shifts the conversation from despair to empowerment.

Because children at this stage crave a sense of ability, involve them in practical family actions. Make them “in charge” of a task that contributes to sustainability: for example, a ten-year-old can be the household’s “energy saver,” responsible for reminding everyone to turn off unused lights, or the “recycling sorter” on garbage day. These may seem like small gestures in the grand scheme, but for a child, accomplishing these tasks can instill pride – the antidote to helplessness. Indeed, giving kids concrete ways to help meets their developmental need for industry (4) (4). It shows them they can make a difference, which is hugely protective against anxiety.

Phrasing Suggestions

With school-age kids, you can use more direct language while still keeping the tone hopeful. For example: “It’s true that our climate is changing and it’s a big problem. But it’s a problem we’re all working on together. There are scientists, teachers, and even kids like you doing things to help!” This kind of statement validates the problem but immediately emphasizes collective action. If your child expresses anger or says “It’s not fair that adults ruined the planet,” acknowledge that feeling: “You’re right, it isn’t fair. I wish grown-ups had done better. I feel angry about that too.” You can even gently apologize on behalf of older generations, which can be very powerful for a child to hear. Then highlight what’s being done now: “People are changing and trying to fix those mistakes – and you can be part of making things better. Our family is going to do our part by [mention your actions].”

It’s also helpful at this stage to share positive stories of change. For instance: “Did you know that in one city, kids helped start a community garden to grow food after a flood? Now the neighborhood has fresh food and the community is stronger.” Stories that blend facts with a hopeful narrative stick with children. They show that humans can solve problems, which balances out the doom and gloom. Remember to keep checking in emotionally: “How do you feel after we talk about this?” Let them know they can always come to you with questions or worries. By maintaining an open dialogue, you normalize the topic of climate change rather than making it taboo. This “normalizing” can actually reduce anxiety, because your child learns that it’s okay to talk about hard things and that together you can face challenges. As one pediatric advice site notes, the goal is to be honest, hopeful, developmentally appropriate, and action-oriented (9) in these conversations – giving kids knowledge and hope in tandem.

Before moving on, one more tip: connect climate themes to everyday life in empowering ways. For example, involve your child in solution-oriented activities like planting trees, doing a litter clean-up, or writing a letter to a local official about adding a bike lane. These activities translate conversation into tangible impact. A child might say after planting a tree, “This will help clean the air as it grows!” – that’s a huge win for their emotional resilience. It roots abstract climate concepts in something real and positive they have done. Middle childhood is a prime time for building habits of environmental stewardship guided by empathy and efficacy. By blending truthful information with compassionate listening and action, you’ll help your school-age child develop a balanced outlook: aware of challenges, but confident that solutions are possible and that they themselves can be part of those solutions.

Adolescence (Approximately Ages 13–18)

Developmental Readiness & Emotional Capacity: The teenage years usher in a new level of understanding – and often, a tidal wave of climate emotions. Adolescents are capable of abstract and critical thinking. Around puberty, they enter Piaget’s formal operational stage (roughly starting at 12 and up), which means they can grasp complex systems, hypotheticals, and the long-term consequences of actions (3). In other words, a teenager can intellectually understand the science of climate change and even debate policies or ethics. They are also likely encountering extensive information through school, news, and especially social media. Today’s teens have unprecedented exposure to climate content – from dire predictions and images of disasters to activist campaigns. This exposure can heighten their emotions. Studies have found that a large majority of teenagers feel anxious and afraid when thinking about climate change (2). They may also feel anger, frustration, grief, or betrayal (“How could previous generations let this happen to us?” is a sentiment many teens express).

Emotionally, adolescence is turbulent even aside from climate issues. Erikson’s stage for roughly ages 12–18 is “identity vs. role confusion” (4) (4). Teens are figuring out who they are and what they believe in. It’s a time of questioning authority and existing social structures, which can dovetail with climate awareness – many teens become passionate about climate justice as part of forming their identity. We see this in the real world with youth climate leaders (like Greta Thunberg and Autumn Peltier) who have inspired peers. On the flip side, some teens might cope with climate fear by tuning out or becoming nihilistic (“nothing matters, we’re doomed”). Both the fiery activist and the apathetic skeptic personas are possible responses to the same underlying anxiety. Developmentally, teens are seeking autonomy and respect. They bristle at being treated like children, and they value authenticity. This means that sugar-coating facts or delivering preachy lectures will likely backfire. Instead, what they need from parents is honesty, validation, and collaboration. They want to be heard and taken seriously as stakeholders in this issue.

Given the needs of your child during adolescence, adopt a tone of partnership and respect. With teens, the conversation should feel more like talking with them rather than at them. Start by listening. You might open the door with a simple check-in: “I read that a lot of young people are feeling anxious about climate change. How are you feeling about it these days?” or comment on something topical: “I saw there was a climate rally at your school – what did you think about that?” Give them space to share, and truly listen without jumping in too fast to “solve” or dismiss anything. If your teen says, “I feel like the future is hopeless,” resist the urge to immediately counter with, “Oh don’t say that, of course it’s not hopeless!” Instead, validate first: “I hear you. It can definitely feel overwhelming and scary. I sometimes feel hopeless too when I read the news.” This kind of validation is crucial. Research warns that well-meaning reassurance can sometimes come off as minimization (8) (8) – the teen hears “you’re fine, don’t worry” as “they don’t get it.” So acknowledge the legitimacy of their emotions: “It makes sense to feel this way because it is a big deal.” Let them vent or cry if they need to. Showing empathy – even sharing your own similar feelings – can strengthen trust.

After validating, you can gently steer the conversation toward coping and action. The goal is not to dismiss their fear, but to help them channel it. You might ask, “What do you think would help you feel better or more in control?” Some teens might be relieved to brainstorm solutions (organizing a fundraiser, joining an environmental club); others might say “I don’t know, nothing will help.” If it’s the latter, you can offer to brainstorm together: “Maybe we can find something small to start with. Would learning more about climate solutions help? Or talking to others who feel like you do? We could look for a local youth group….” Follow their lead on this; autonomy is key. If they show interest in doing something, support it. If they seem depressed or paralyzed, it might help to suggest talking to a counselor or connecting them with supportive communities. Emphasize that they are not alone in feeling this way. For instance, many teens feel abandoned by leaders – 69% of young Canadians in one survey felt the government was betraying them on climate (1) – so these feelings are widespread and understandable. But also remind them that many people (including plenty of adults) do care and are fighting for change, shoulder-to-shoulder with youth.

In conversations, be prepared for hard questions and don’t be afraid to say “I don’t know” or to admit past inaction. Adolescents value honesty. If your teen asks, “Are we going to be able to fix this or is it too late?” you might respond truthfully: “Scientists are telling us this is our last chance to prevent the worst effects. I’ll be honest, I worry about it too. But I also know that giving up would guarantee failure. I believe we still have time to turn things around if we all work hard.” It’s okay for them to see that you have concern – it shows them their own concern is valid – but try to model active coping rather than despair. For example, “When I feel overwhelmed, doing something helpful – even small – makes me feel a bit more hopeful. Maybe we could volunteer this weekend with the tree-planting event; being around others who care might help us both.” This invites them into action with you, respecting their growing capacity to contribute. Indeed, joining collective action is one of the most effective ways for teens to combat climate angst (8). It builds community and a sense of efficacy. Encourage them to connect with peers who are working on solutions, whether it’s a local climate youth council, an Indigenous land stewardship program, or a global movement like Fridays for Future. Such involvement can transform anxiety into empowerment.

Phrasing Suggestions

When talking with adolescents, speak almost like you would to an adult, just with a bit more parental warmth. You might say, “I read that 84% of people your age are worried about climate change (10). That’s huge, but it means you’re in good company. What specifically worries you the most?” Show interest in their thoughts and opinions: “I’d love to know what you’ve learned about this in school or online that you think I should know.” If your teen is very knowledgeable (quite likely, as many dive deep into climate research or social media discussion), let them teach you. This role reversal – where the parent becomes the student – can be empowering for them and shows you respect their intellect. You could ask their opinion on a climate-related news piece: “I saw Canada set new targets for cutting emissions. Do you think they’re doing enough?” This can spark a rich discussion where you mostly listen and acknowledge their insights.

When it comes to emotions, be supportive but not overbearing. “I can see this makes you really angry,” or “I notice you’ve been quieter lately; I wonder if climate change has been on your mind?” – simple observations can open a dialogue. If your teen lashes out with something like, “You adults screwed everything up!”, try not to react defensively. Take a breath and reply, “I hear that you’re angry, and you have a right to be. I do feel responsible, and I’m sorry my generation didn’t do more earlier. I want to do everything I can now, and I want to support you.” Such humility and apology can diffuse blame and turn the focus to cooperation. You can then ask, “What do you think would be most useful for us to do, together or individually?” Invite their ideas and genuinely consider them.

Also, address the practical anxieties older teens might have: for example, some are reconsidering life plans (college majors, careers, whether to have children) because of climate change. These are profound topics. Approach them with openness. If your 17-year-old says, “I’m not sure if I want kids because of climate chaos,” avoid mocking it as a phase. Instead: “That’s a very personal choice. A lot of young people are thinking about that – in one survey 39% said they hesitate to have children due to climate change (1) (1). Whatever you decide in the future, I understand why you feel that way right now.” You might share your own decision process (if relevant) or simply validate their concerns about bringing a child into an uncertain world. Keep the conversation going over time; these are not one-off talks. Adolescents will revisit their hopes and fears many times. By remaining a patient, non-judgmental sounding board, you position yourself as an ally in their journey to adulthood under changing climate conditions. This solidarity can be deeply reassuring to a teen who might otherwise feel the weight of the world on their shoulders alone.

Emerging Adulthood (Approximately Ages 19–25)

Developmental Readiness & Emotional Capacity: The transition from late teens into the twenties – often called emerging adulthood – is a distinct phase where your child is now an adult legally, but may still be finding their footing in the world. Many in this age range are pursuing higher education or starting careers, possibly living away from home, and grappling with fully independent life decisions. They have the cognitive ability to understand the climate crisis in all its complexity; in fact, by this age, they may have specialized knowledge (e.g. a university student studying environmental science or policy will know far more details than most parents). Emotionally, emerging adults often face a collision of idealism and reality. They might have been passionate activists in high school, but now feel disillusioned by slow progress. Or they might be newly awakened to climate issues in college and experiencing intense eco-anxiety or grief as they confront the scientific projections. This age group globally has reported high levels of climate distress – for example, a Lancet study found that 84% of 16–25-year-olds are at least moderately worried (10), and in Canada a recent survey found nearly half of young adults feel humanity is “doomed” if significant action doesn’t happen (1). It’s also an age where mental health conditions like depression can peak, and climate anxiety can be a contributing factor. The pressures of starting a career in an uncertain economy, or planning families and futures under climate uncertainty, weigh heavily.

As parents, our role shifts in this stage. We are no longer authority figures in the same way, but we remain important sources of emotional support, mentorship, and stability. Many emerging adults still turn to parents for advice or comfort, even as they assert their independence. Erikson’s framework puts young adults (roughly 18–40) in the “intimacy vs. isolation” stage (4) – they are seeking to form meaningful relationships and commitments (to partners, communities, causes). Climate change can influence these pursuits; some may channel their passion into a career or activism, forming bonds with like-minded peers, while others might struggle with isolation or hopelessness if they feel their values aren’t shared. Understanding that your grown child is navigating these complex feelings will help you approach conversations with appropriate sensitivity and respect for their autonomy.

Given the needs of your emerging adult, your communication should shift into a supportive, consulting role. With your 19–25-year-old, conversations about climate change should acknowledge them as an adult equal. You might even find the dynamic reversing – they could be the one educating you or leading initiatives that you support. Embrace that. One of the best ways to maintain communication in this stage is to show genuine interest in their climate-related activities or opinions. For instance, if your 22-year-old daughter is involved in a campus sustainability project, ask her about it: “How is the project going? Anything new you’ve learned?” Let her teach you about her world. This not only respects her maturity, it also gives her a chance to process her experiences by talking them out.

At the same time, remain attuned to signs of stress or burnout. Many young climate activists and students report experiencing burnout or intense grief, especially if they feel like they’re constantly fighting an uphill battle. Check in on the emotional side: “How are you feeling about the climate work you’re doing? Is it ever overwhelming?” Give them permission to be honest. If they admit to feeling despair or exhaustion, resist jumping into “parent fix-it mode” with unsolicited solutions. First, empathize as one adult to another: “I completely get that. I have days where it feels like too much, too. It’s heavy stuff.” You might share how you cope with those feelings in your own life, as long as it doesn’t turn into a lecture. For example: “When I feel that way, sometimes taking a break and doing something fun or normal helps me recharge. Even activists need to rest.” By sharing, you’re offering strategies without forcing them. You can also gently remind them that professional support is an option – many universities have counselors familiar with climate anxiety now, and there are support groups, sometimes even led by and for youth. Normalize seeking help: “There’s no shame in talking to a therapist or support group about this. A lot of people are, including climate scientists themselves.” Coming from a parent who accepts the reality of climate distress, this suggestion can carry weight.

When discussing factual updates or news, be a thoughtful conversational partner. They might bring up the latest IPCC report or a climate policy debate. Engage with curiosity and respect: “I saw that report came out – what did you make of it? I’d love to hear your take.” If your views differ, navigate that with care. Perhaps your adult child has adopted a very radical stance or, conversely, a more conservative outlook on climate solutions. Avoid dismissive language. Instead, ask them to explain their perspective and share yours calmly. This models how to disagree constructively and shows that your relationship can accommodate differences in opinion. Given the strong convictions common in this age group, feeling heard by parents even when you disagree is validating.

Another aspect to discuss is life decisions under climate change. Acknowledge that this generation is facing choices your generation may not have contemplated – like whether to move to a city less prone to wildfires, or how to build a resilient career. You might say, “I know climate change adds a layer to all the big life decisions you’re making. If you ever want to talk through how it might affect things like where you live or what jobs you consider, I’m here for that.” Offer your support practically too: maybe they decide to pursue a career in renewable energy or sustainable agriculture; if you’re able, help with networking or training opportunities in those fields. Or if they decide to not have children (or delay having them), respect that choice and reassure them that you understand their reasoning. Many young adults feel guilt or pressure in these areas – your acceptance can be a relief.

Phrasing Suggestions

Conversing with your grown child about climate change often means showing vulnerability and trust. You might express something like: “I’m learning from you. Your generation’s push for climate justice inspires me and gives me hope.” This flips the script – instead of you trying to reassure them, you’re telling them that they reassure you. It can be empowering for them to know their efforts and feelings have a positive impact on others, especially their family. You can also explicitly offer help: “Is there any way I can support your climate work or your well-being? Even if it’s just being a listening ear, I’m here.” This kind of open-ended offer lets them lead. They might take you up on it or they might just appreciate knowing you’re willing.

If your emerging adult child isn’t very engaged in climate action and rather is quietly anxious, you can encourage gentle steps. For example: “I remember you used to be really worried about climate change in high school. How are you feeling about it lately? Sometimes doing something small – like attending a community workshop or volunteering – can make it feel less overwhelming. Interested in trying something together?” By phrasing it as an invitation and even offering to accompany them, you show solidarity without judgement. On the other hand, if they are very engaged and perhaps overextending themselves, you might kindly remind them to take care of their health. “I’m proud of everything you’re doing. Just make sure you’re also taking time for yourself – you deserve some joy and rest amidst saving the world!” said with a smile can be a light way to broach it.

Overall, maintain a tone of mutual respect, love, and optimism. Emerging adults know how dire things are – what they need from family is not a recap of doom, but a sense of continued support and shared hope. Share hopeful developments you come across, not to Pollyanna the situation but to offer balance. For instance: “I read an article about a new solar technology that could be a game-changer. It made me feel a bit more hopeful. I’ll send it to you – I’d love to know what you think.” Even if they roll their eyes or are in a cynical phase, they’ll note that you’re trying to find the light. Keep that light on. Sometimes just the knowledge that their parent hasn’t given up is a source of strength for a young adult. As one mental health guide puts it, coping with climate anxiety is about finding agency and community (8). In emerging adulthood, you relate to your child more as a community member than a protector – so let them know you are shoulder to shoulder, facing the future together as two adults who care deeply about each other and the world. That solidarity is a powerful antidote to isolation and despair.