"Not about us without us" - the feelings and hopes of climate-concerned young people around the world

Integrating mental health into climate change education to inspire climate action while safeguarding mental health

Climate change is the greatest threat humanity faces, and puts at risk the mental health and wellbeing of children and young people. Climate change education must equip children and young people with the knowledge, skills and resilience to live in an uncertain future, sustainably take relevant climate action and work in climate careers. As attention on climate change education grows, this is a critical moment for the mental health community to ensure mental health and wellbeing considerations are embedded. Critically, appropriate integration of mental health can enable these very necessary goals of equipping children and young people to live and work in a future where climate change looms large. This paper explores why promoting good mental health and wellbeing and building psychological resilience can help achieve climate change education outcomes, and why not doing so risks harming children and young people's mental health. It also explores how integrating discussions about emotions, mental health, and coping strategies within climate change education can be a route into wider discussions about mental health, to support children and young people in the context of rising mental health needs. Learning from an existing approach to promoting good mental health and wellbeing in schools (the 'whole school approach') provides the opportunity to explore one avenue through which such an integrated approach could be implemented in practice. Identifying appropriate mechanisms to integrate mental health into climate change education will require co-design and research with educators and young people, and addressing systemic barriers facing the schools sector.

Safeguarding the Caribbean's future: making the case to research the direct and indirect impacts of climate change on youth mental health and wellbeing

This article makes a call for attention to paid on the development of a research agenda for studying the impact of climatic events on youth mental health in the Caribbean. It details the climate injustices that the region faces and the potential mental health problem which can arise from climatic events. It makes a call for interdisciplinary research and a multi stakeholder approach to dealing with this potential issue.

Child and Adolescent Psychological Reactions to Climate Change: A Narrative Review Through an Existential Lens

PURPOSE OF REVIEW

A narrative review was conducted on research surrounding children's and adolescents' experiences of emotional and mental health and wellbeing in relation to climate change; we also explored potential connections to existential themes.

RECENT FINDINGS

Children and adolescents represent a vulnerable group in relation to experiencing negative mental health impacts due to climate change. Further, this population experiences a wide range of emotions in relation to climate change, with most research reporting on worry and anxiety. Several studies that explored associations between such emotions and mental health outcomes found positive associations. Additionally, research suggests that there is an existential underpinning to how climate change is experienced by children and adolescents. Although important contributions have been made in recent years, knowledge gaps remain. An understanding of the psychological responses children and adolescents have in relation to climate change is needed to inform practice and policy. This may be supported by an existential framework.

A cross-sectional survey of climate and COVID-19 crises in young people in Indian slums: context, psychological responses, and agency

Background

COVID-19 and the climate crisis have caused unprecedented disruptions across the world. Climate change has affected the mental health and wellbeing of children and adolescent. Young people with a mental illness and without social support are at an increased risk of climate change induced mental ill-health. COVID-19 resulted in a marked increase of psychological distress. Increase in depression, anxiety and insomnia have increased due to the upheavals that people were experiencing including loss of livelihood and breaking of social bonds.

Methods

This exploratory study adopted a cross sectional survey design using quantitative methods to understand the perceptions, thoughts, and feelings of young people on both the climate and COVID-19 crises, their concerns, and desires for the future and to understand their sense of agency to contribute to the changes that they want to see.

Findings

The findings show that most of the respondents from the sample studied reported nearly similar interference of climate change and COVID-19 on their mental wellbeing. Their climate concern and COVID-19 concern scores were comparable. Tangible experiences of extreme weather events, that were personally experienced or that impacted their family members had a negative impact on their lives, while action around improving the environment had a positive impact.Loss of income, loss of mobility and loss of social contact due to COVID-19 had negative impacts on the respondents, while indulging in leisure activities and bonding with the family had positive impacts. Although the majority of the participants reported having both climate and COVID agency, it did not translate into action to improve the environment.

Interpretation

Young people's activism on climate change and COVID-19 has a positive impact on their mental wellbeing hence more opportunities and platforms must be provided to enable young people to take action on both these crises.

Funding

None.

Is climate change affecting mental health of urban populations?

PURPOSE OF REVIEW

In this article, we outline an up-to-date overview of the climate change impact on mental health of urban population, conducted by searching the PubMed database for relevant studies published in the past 12-18 months, in English.

RECENT FINDINGS

Climate change is part of a larger systemic ecological problem in which human demands are exceeding the regenerative capacity of the biosphere. We are witnessing a 'climate chaos', a phase of instability and transformation, which is leading humans into a psychological condition of 'systemic insecurity' and a shared feeling of uncertainty. Currently, one of the places where our species is particularly exposed to climate change are cities, due to build-up in urban infrastructure, rapid and chaotic urbanization, high densities and recent rapid growth, social inequality, and 'heat island effect'.The impact of climate change on cities exposes vulnerable groups to the worse mental health consequences. These groups include the homelessness, slum dwellers for whom the 'neighbourhood effects' are being discussed, climate refugees and migrants, young people, and finally those who assist these people.

SUMMARY

In order to realize broader mental health prevention in cities exposed to climate change phenomena, public health approaches are needed. Institutions must avoid reinforcing inequalities among the more vulnerable groups or create new inequalities.

Knowledge, Attitudes, and Awareness of New Jersey Public High School Students about Concepts of Climate Change, including Environmental Justice

Increasing acknowledgement of climate change (CC) has encouraged various responses, such as education standard mandates. In 2021, New Jersey (NJ) became the first U.S. state to require K-12 CC education across subjects, effective fall 2022. This necessitated introductory science courses on CC to support high school (HS) curricula. Thus, NJ Safe Schools Program (NJSS) created a new course titled, "Introduction to HS Students to CC, Sustainability, and Environmental Justice (EJ)." Given that the COVID-19 pandemic continues (2020-2023 school years) and vaccination coverage varies, this course was developed and approved in an asynchronous online format. Its five modules cover environmental science, CC, natural disasters and extreme weather events, sustainability, including energy conservation and efficiency definitions, and EJ. A 20-question survey included at the end, modified/adapted from a larger nationwide U.S. Student Conservation Association (SCA) survey 2019-2020, examined the perspectives of HS students concerning CC. Selected volunteer NJ HS enlisted students (n = 82/128 finished) to pilot this course February-April 2022. Results such as average scores ≥90% suggested success regarding initial knowledge and awareness gained; for individual modules, two knowledge checks >80% and three knowledge checks >90%. The SCA survey results, overall and by region in NJ, highlighted how most students felt about CC and extreme weather events, plus issues such as EJ. This NJSS introductory course opened in July 2022 for NJ public county secondary school districts and comprehensive HS with approved career-technical education programs, and potentially elsewhere.