Climate change isn’t just an environmental issue; it’s affecting mental health too, especially among young people. As they worry about the future, many feel overwhelmed and uncertain. This makes supporting their mental well-being crucial. Unfortunately, educational efforts to address these concerns are often limited.
At the Compass Project, a collaboration between the Climate Cares Centre at the University of Oxford and Imperial College London, we are looking into how we can better combine climate change education with mental health support. We gathered feedback from over 200 students aged 16–29 and their teachers across various educational settings in England. Their insights reveal that today’s climate education is often disconnected from real-life solutions and the emotional support students need.
Many students report feeling powerless. They express a mix of worry and frustration about climate change, yet can’t see how they can contribute to positive change. This lack of agency leads to disengagement and can worsen mental health challenges. One biology student summed it up by saying that, despite his course being about ecosystems, climate change isn’t often a focus, which adds to his anxiety.
Interestingly, a significant number of students mentioned climate denial and the stigma around discussing these topics. They feel unable to engage with their peers, leading to an overall sense of demoralization. As one student noted, many of their peers acknowledge climate change but still feel removed from it.
Educators also face challenges. Many feel unsupported and worry about how to address students’ emotional responses without causing distress. This concern was shared in a short film by the Climate Majority Project, which emphasizes the emotional toll of teaching about climate change.
However, there’s hope for change. Both students and educators agree on the need for better climate education intertwined with emotional support. This includes increasing connections to nature and providing a more psychologically informed curriculum. Many students expressed a desire to learn coping skills for managing their emotions and to participate in meaningful climate actions. A student rightly pointed out that providing real opportunities to contribute can alleviate feelings of helplessness.
There are already initiatives in place aiming to support these changes. For instance, inter-school climate competitions promote community engagement and personal agency. Likewise, informal support systems can facilitate conversations around climate emotions among university students. Despite these efforts, schools often overlook the mental health benefits tied to climate education.
Statistics show that 60% of young people feel anxiety related to climate change, according to a recent survey by the Pew Research Center. Understanding the psychological aspects of climate change is vital. Addressing mental health not only prepares students for challenges but can foster a proactive mind-set. The mental well-being of students is linked to their academic performance and ability to participate in discussions about climate action.
Investing in mental health resources in education can yield significant benefits. It promotes resilience, which is essential not just for climate challenges but in life overall. By recognizing the links between mental health, emotional support, and climate education, we can better equip young people to navigate their future in a changing world.
