It is extremely common that we experience strong emotions around climate change and all the other crises in the world (see our earlier blogposts on climate emotions and the typical process from being unaware, through shock, to coping with climate anxiety).
Some or all of these emotions are likely to come up for out students, too — because of topics in the courses we teach, or because they are informed citizens, in our classes or outside. Below I share a summary of Eriksson et al. (2022), who write about “Addressing students’ eco-anxiety when teaching sustainability in higher education“. In the paper, Eriksson et al. (2022) analyse their own teaching in computer sciences for how climate anxiety is communicated by students and teachers, what support students receive, and come up with a lost of eight suggestions for how educators can work with students’ eco anxiety. I am summarising their list below with my own thoughts added (see also featured image for my fancy(-ish) overview).
Before we start: I am presenting it a bit as a timeline where we start on the left and then work our way towards the right, but of course it is not that simple. Sometimes we have to go back to earlier steps, or sometimes we might skip one or two ahead… And I think the first one will have to be ongoing work forever. That said, here we go!
1. Self-reflection and inner work by the teacher
Eriksson et al. (2022) explain this point saying “In order to be able to support and hold a safe space for the students, the educators need to develop their personal emotional resilience” and describe that this is happening during course development in their case. But what does that mean in practice for other people who might want to do that?
That is, of course, highly individual. I have had drafts of this post — with lots of empty space at this point — for months, because I felt like it would be good to give actionable advice here. But then at some point I realised that the process is the point (yes, I need to keep reminding myself of that), so you’ll just get what I can write right now, and hopefully I can update this at some point in the future! So for me, the “self-reflection and inner work” means going through all the steps below myself — becoming aware of eco-emotions and how common they are, learning about how to cope with them, finding spaces to discuss them, finding ways to ground myself, becoming active in a community, and trying to do their step 8: “Maintaining balance, remembering joy and upholding meaningfulness“. As part of upholding meaningfulness, it meant committing to doing things that not everybody will be happy with all the time (like Webb (2013) nicely writes: “A pedagogy of transformative hope will never hide behind a veil of neutrality and as a consequence will always generate criticism and opposition“).
I am also reading a lot to support this process. The most important book for me has been Venet (2024)’s “Becoming an Everyday Changemaker: Healing and Justice at School” (see summaries here). We read it in our slow reading book club, and many of the lessons have become an integral part in how we talk about our work with my closest colleagues. Also really important, and I am not done thinking, is Servant-Miklos (2024)’s “Pedagogies of collapse. A hopeful education for the end of the world as we know it”. And right now I am some 40 pages into Kahane (2025)’s “Everyday Habits for Transforming Systems: The Catalytic Power of Radical Engagement”, and I am thinking that this would be great as the next book for the slow reading club after summer! Do you have anything else you would recommend?
But assuming we are doing the best we can here and that it just takes time, there are more steps:
2. Validating students’ ecological emotions and experiences of eco-anxiety
Eriksson et al. (2022) write that “[t]he educators should […] acknowledge the existence of eco-anxiety since this can alleviate ethical and power issues […]“, but don’t really explain how that would work, and I am also not really sure what that means other than sounding good. But what I think should happen in this step is to describe the kind of emotions people commonly experience and show the prevalence of eco-anxiety (see for example my blogpost on Marlis’ presentation about eco-emotions for some numbers). It could also be an idea do to an (anonymous!!) survey in the classroom so students can see that they are not alone with their emotions, even though they might not have talked about eco-emotions with that specific group of peers. Menti might be a good tool for this, or Microsoft Reflect also has built-in check-ins with feeling monsters!
3. Admitting to feeling difficult emotions ourselves
Of course, we cannot just require of students to share that they experience emotions, but we need to model sharing difficult feelings in order to encourage students to do the same. Here, Eriksson et al. (2022) share a really good idea: They use an “Ask Me Anything”-type teacher panel where teachers are prepared to answer questions (including personal ones) in their function as role models. Questions were submitted through Menti (including “Are you vegan and if not why not?” and on personal experiences dealing with climate anxiety), and the event was moderated by a PhD student. They perceived an “undertone of frustration or perhaps even anger” from students, which they say could possibly be due to the perceived unfairness that the teacher generation had opportunities, like flying, that the younger generation does not have to the same extent any more. That is a really helpful reminder that if we try something similar, we should emotionally prepare for that type of reactions…
4. Information about coping with eco-anxiety
I think it is important to stress that teachers cannot act as therapists and shouldn’t try to, either. But they should encourage students to seek professional help if they feel that they might benefit from it (and definitely if students experience grave cases of climate anxiety!), and they can definitely share some techniques for how to deal with eco-anxiety both during the course and later on. Learning from a course, in the sense that it is transforming thinking, might not happen during the course but possibly afterwards. Eriksson et al. (2022) describe a student reporting that the message of the course only sank in after the course had ended, when the student was back in their home country with family. Their family had a different background, questioned what the student had learnt, and wasn’t able to emotionally support the sudden eco-anxiety. I would guess that this is something that many families would struggle with, and it also illustrates why it is so difficult to talk about eco anxiety with people who are (or who we suspect might) not be in the same space themselves, and why we need to give our students tools to deal with their own (and possibly even others’) eco-anxiety.
Helpful tools here might be
- the spiral of silence to explain why it is so difficult to talk about sustainability
- the process of eco-anxiety to explain the typical sequence from blissful ignorance to rude awakening to climate anxiety to finding ways to cope with it, and talk about how the steps and the coping can be supported
There are also really good resources (unfortunately only in Swedish) by Klimatpsykologerna, for example audio files to guide through eco emotions to understand what they want to tell us, but also workshop templates and much more!
I think it is important that we are explicit about the tools we are using and not “just” apply them, so students know they have them available and can use them when they need them, even if that is only long after the course is over.
5. Opportunities to discuss emotions
We should not rely on students having conversations about emotions outside of class, whether with their peers or families or other people. Instead, if we want to normalise conversations on eco-anxiety, we need to create opportunities and build relationships and peer support.
Eriksson et al. (2022) suggest creating safe spaces. In the graphic above, I annotated it with an asterisk, but here is the longer version of what that is supposed to indicate: While it is a nice ideal, it is impossible to create safe spaces, and we should instead aim for accountable ones. But in any case, we should establish and enforce clear rules of what is acceptable and what is not. And both the rules and enforcement can of course be co-created, but they need to be clear and enforced nevertheless.
Then, we can use pre-planned exercises on discussing emotions (for example using check-ins on Menti or Microsoft Reflect, the blob tree with the Climate Fresk, …) or just inviting students to reflect on their wellbeing at the start of a seminar. On Pihkala’s blog, he suggests reflection questions to work with his process of eco-emotions framework, for example “Where is the line between healthy self-care and problematic distancing, and how is this shaped by the various circumstances in which people live?“. But it is important to neither try to elicit certain emotions, nor force people to verbalise something they aren’t willing to talk about.
One great suggestion by Eriksson et al. (2022) are “discussion seminars”, where each students submits a question to discuss (they write “It should be noted that, in our experience, student-generated questions can be considerably more critical, pointed and provocative than questions we as teachers would dare to pose to a class!“), the teacher edits it down to a list that fits one paper, and then everybody sits in a circle and after a check-in, there is a pair-share discussion of the questions. This seminar is not explicitly about emotions, but when they come up, they are given the space they need. Students are reported to say that they feel they have the room to discuss “their own” questions in those seminars, so it doesn’t just feel like a chore or busy-work.
Another good idea is to make ourselves available to discuss emotions, but of course within reason — teachers are typically not qualified to be therapists, and even if some are, since there is a power dynamic, this is something to be careful with. Eriksson et al. (2022) write they regularly visit a student pub to be available to anyone who wants to have a chat.
Lastly, we can also suggest opportunities for discussions of emotions outside of the course, for example student groups working with sustainability topics.
6. Opportunities for embodied activities
Learning is not just about the brain and we should try to engage the whole person. One recommendation for group work with the climate anxiety process suggested on Pihkala’s blog is to have the process laid out on the floor, to move physically through it, and to reflect on experiences with the different stages. I think this is a really good idea!
Other possible embodied activities are of course also outdoor activities (active lunch break, anyone?) or anything that is exploring the world with our senses and not just sitting still, thinking. Eriksson et al. (2022) describe “forcing” the students to go for an indoor or outdoor walk in pairs to talk about questions they had chosen before (from a list of questions; they used those questions to listen to a guest speaker in a focussed way to answer that specific question. Nice idea!)
7. Collective action
This is about empowering students and giving them a way to not just improve their emotional wellbeing but also the world. Eriksson et al. (2022) write that “while educators might not be able to directly engage students in activism, they can inform students of various ways to engage and work with climate and environmental issues“. Collective action does not necessarily even mean activism (there are lots of ways for nonviolent ways of protest and persuasion!), it can also mean doing something else constructive and meaningful in community, on or off campus, maybe even as part of a course (for example a service-learning project).
8. Maintaining balance, remembering joy and upholding meaningfulness
Here, Eriksson et al. (2022) suggest a more up-beat last lecture to leave students with positive memories, but I find that a bit problematic. I want students to have constructive, not false, hope, so what I think needs to be done here in order to not burn out is to find a balance in the “living with the crisis” part of climate anxiety: combine positive action with emotional engagement (incl. grieving) and self-care (incl. distancing — and of course: dipping and wave watching!). And find ways to integrate playful exploration or other activities that bring joy and connect us to meaning in life.
I tried to find Klimatpsykologerna’s “ice cream image” to show the ingredients to move forward: three scoops of ice cream, “take breaks”, “act together”, “cope with emotions”, which rest embedded in a cup of “social support and community”. Guess not finding that image and having to re-create it myself is as good an excuse as any to go find some ice cream for joy?
These are the 8 steps as suggested by Eriksson et al., 2022. And I do find them quite helpful as a first approach and overview over to how to address students’ eco-anxiety!
Eriksson, E., Peters, A. K., Pargman, D., Hedin, B., Laurell-Thorslund, M., & Sjöö, S. (2022, June). Addressing students’ eco-anxiety when teaching sustainability in higher education. In 2022 International Conference on ICT for Sustainability (ICT4S) (pp. 88-98). IEEE.
Pihkala P. The Process of Eco-Anxiety and Ecological Grief: A Narrative Review and a New Proposal. Sustainability. 2022; 14(24):16628. https://doi.org/10.3390/su142416628
Webb, D. (2013). Pedagogies of hope. Studies in Philosophy and Education, 32, 397-414.
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