Supporting Children and Young People: A guide for professionals

Developed by Educational & Child Psychologists Westminster and Kensington & Chelsea Educational Consultation Service

Contents Page

Introduction and context………………………………………………………………………………………………………………….2

Psychological biases and barriers to engagement……………………………………………………………………………..3

Managing Environmental and Uncertainty…………………………………………………………………………..8

Intergenerational Relationships and Anger…………………………………………………………………………………..…10

Priorities for …………………………………………………………………………………………………………………...11

How to Talk with Children about Climate Change Impacts……………………………………………………………….13

Empowering Hope, Agency and Activism…………………………………………………………………………………………16

Climate Change: Supporting Children and Young People. A Primer for Professionals

Introduction and Context

This paper aims to help professionals consider issues arising when teaching or supporting children and young people (CYP) in the time of climate change. We use the term ‘climate change’ to refer to the – the ecological collapse resulting from humans’ effects on the earth’s climate. An INSET ‘Children and Climate Change – Where do adults fit in?’ is available from the Educational Psychology service, which covers many of the issues discussed in this paper. Email [email protected] for further details.

Recommendations for action and practice are indicated with an arrow throughout

As Educational Psychologists, we recognise that climate change and its complex, interacting impacts are a valid and reasonable source of anxiety, particularly for younger people. The implications for , wellbeing and CYP’s ability to thrive are widely recognised1,2 and need to be addressed proactively.

Furthermore, if society is to move from a state of paralysis into empowered, hopeful action we recognise the role that education must play in a time of social media and ‘information overload’. CYP and adults need access to the facts around climate change, but we also need to understand the psychology of climate change in order to move into positive action.

We recognise that issues of climate change are inseparable from issues of social justice. The countries most affected by climate change (the global south, Africa, Asia and small island nations) are largely those with the least historical emissions. Within countries, people living in communities of ethnic minority or with economic disadvantage are more likely to be exposed to the effects of climate change or pollution3. In addition to the increasingly prevalent direct impacts of climate change in the UK (e.g. flooding) we also acknowledge the detrimental link between pollution, concentration and memory4, particularly evident within cities. As inner London Educational Psychologists, we wish to promote awareness of the ways in which climate change exposes and exacerbates existing inequalities. We support the agenda, which focusses on the systemic changes needed to transition to a sustainable economy that everyone can benefit from.

For further resources to understand climate change, including its causes, impacts, and measures of mitigation we suggest the following sources for professionals:

Climate change primer – Massachusetts Institute of Technology: https://climateprimer.mit.edu/

United Nations Summary of the scientific findings: https://www.un.org/en/climatechange/science/key-findings

UNSECO (United Nations Scientific, Environmental and Cultural organisation) climate change starter’s guidebook – resource for professionals bringing climate change into the curriculum: https://sustainabledevelopment.un.org/index.php?page=view&type=400&nr=921&menu=1515

1 Association of Clinical Psychologists (2020). Practitioner psychologists and the trauma of climate change. An open letter demanding immediate and effective action. [accessed online 18.11.2020] https://docs.google.com/forms/d/e/1FAIpQLSdU6L3NM12ikT-34ZPlp1yv-6nHcM5aqhmid6nK- M3plZGu3A/viewform?vc=0&c=0&w= 2 Burke, S. E., Sanson, A. V., & Van Hoorn, J. (2018). The psychological effects of climate change on children. Current psychiatry reports, 20(5), 35. 3 e.g. Bravo, M. A., Anthopolos, R., Bell, M. L., & Miranda, M. L. (2016). Racial isolation and exposure to airborne particulate matter and ozone in understudied US populations: environmental justice applications of downscaled numerical model output. Environment international, 92, 247-255. 4 Powdthavee, N., & Oswald, A. J. (2020). Is there a link between air pollution and impaired memory? Evidence on 34,000 English citizens. Ecological Economics, 169, 106485.

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We suggest the following sources for CYP:

National Geographic Kids – climate change: https://kids.nationalgeographic.com/explore/science/climate-change/

NASA Climate Kids: https://climatekids.nasa.gov/

BBC – climate change – a really simple guide: https://www.bbc.com/news/science-environment- 24021772

Psychological Biases and Barriers to Engagement

The world has known about climate change for many years. The United Nation’s Intergovernmental Panel on Climate Change (IPCC) was established in 1988 and has been producing summaries of the climate science and recommendations for action ever since. However, only the recent behaviour change due to Covid-19 confinements has resulted in a temporary reduction in total emissions (Le Quéré et al., 2020). It seems that science alone does not yet convince us to take the collective action necessary to mitigate the threat of climate change.

A few different theories of psychology, mainly in the form of cognitive biases, offer barriers or explanation for climate inaction. These shortcuts in thinking evolved to ensure our ancestors’ survival by allowing them to think quickly and filter out unnecessary information to avert danger. However, when we act on assumptions and intuition in this ‘fast’ mode of thinking, we can struggle to make rational, balanced decisions based on a fair assessment of the information available.

A selection of these biases is grouped below at different stages of climate engagement, defined in this paper as:

1. Understanding the problem 2. Perceiving it as a threat 3. Not ignoring it 4. Not feeling burnt out

Many of these principles form the basis for Figure 1. Cognitive biases help us avoid danger but mean we suggestions in working with CYP and will be don't always think logically. referred to throughout the paper.

For teaching CYP about the psychology of climate change, we suggest starting with Per Espen Stoknes 5 D’s model5, which summarises some of the main psychological defences, while presenting 5 more hopeful, activating psychologies.

5 Stoknes, P. E. (2017) TED talk on 5 defences model [online] https://www.ted.com/talks/per_espen_stoknes_how_to_transform_apocalypse_fatigue_into_action_on_global_warming [accessed on 18.11.2020]

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1. Understanding the problem of climate change

The scale and reach of the interacting causes and impacts of climate change make it complex, overwhelming and hard to fully grasp. It is an intangible ‘Hyperobject’ that ‘massively outscales us’6 . Many people perhaps have more salient things to think about, such as meeting a deadline, or how to pay the rent.

Even if you do choose to engage with the topic, finding the right information is not straightforward when presented with so many different sources. We tend to seek out comforting news (optimism bias), or articles that agree with what we already believe (confirmation bias)7 . This can result in the ‘echo chamber’ phenomenon, with social media algorithms exposing us to attention grabbing news, even if it is fake. The combination of echo chambers and a mistrust of those outside the ‘chamber’, high uncertainty and complexity can breed conspiracy narratives. While Figure 2. Our ‘confirmation bias’ can result in conspiracy theories can offer a soothingly simple solution to a the 'echo chamber' phenomenon. complex problem, they are known to reduce intentions to act on climate8 .

In an age where science is competing with more attention- grabbing articles, CYP would benefit from being taught: • the science and facts of climate change and human responses to it (see resources above). • the skills of checking facts and information sources, reasoning and critical thinking (see further suggestions below).

2. Threat perception

Even those that understand climate change can still struggle to perceive it as an existential threat. That is because our brains have evolved to respond to threats that have the following features9:

• Personal – a threat from other humans e.g. a pickpocket. Figure 3. Spotting fake news is more important than ever. • Abrupt – sudden changes e.g. a bomb. • Immoral – things that are indecent or repulsive e.g. violence against a person • Now – happening immediately or could happen soon e.g. losing your job.

6 Morton, T. (2013). Hyperobjects: and Ecology After the End of the World. Minneapolis: University of Minnesota Press. 7 Kahneman, D. (2011). Thinking: Fast and Slow. New York: Farrar, Straus & Giroux. 8 Jolley, D. (2013). The social consequences of conspiracism: Exposure to conspiracy theories decreases intentions to engage in politics and to reduce one’s carbon footprint. American Psychologist, 66(4), 290. 9 Gilbert, D. (2014). It’s the end of the world as we know it (and I feel fine). Ted-X talk [online] https://www.youtube.com/watch?v=fle_FkILmEQ [accessed on 12.10.2020]

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So, while the threat of burglaries or terrorism taps into all four features (and therefore affects policy and behaviour), climate change is for many people, a somewhat distant, unfolding problem, not involving any particular perpetrator or amoral ‘enemy’. We struggle to feel alarmed at reports of ‘400 parts per million of

CO2’.

Figure 4. We are primed to pay more attention to the imminent, immoral and personal dangers, even though the impact of climate change is greater. Newspapers need readers, so editors will tend to choose the more attention grabbing stories, over climate news.

However, the impacts of flooding, and wildfires are becoming increasingly ‘personal’, ‘abrupt’ and ‘now’ for many people. Climate is increasingly being recognised as an existential threat. Activists and campaigners perhaps have been successful in highlighting climate change as a threat because they have helped highlight the ‘immorality’ of some people’s or organisations’ unsustainable actions.

Another barrier we have with regard to threat perception is our difficulty in thinking mathematically10. Biases such as ‘anchoring’ and the availability heuristic (where people are swayed by recently seen and readily available figures11) mean that we automatically tend to make linear projections of change. In other words, we look at the last five years’ temperature rise and assume that the next five years will be similar. This is not the case, even if emissions were to level off. The rate of change in temperature is accelerating due 12 to interacting systems or ‘cascades’ that feed into each other (e.g. warmer oceans hold less CO2 which causes more warming).

However, there is a danger that presenting the full severity of future scenarios can actually cause many people to become more sceptical13, particularly when combined with a perceived lack of control14. The framing effect shows that people are more likely to change their behaviour when the benefits of action are highlighted (e.g. if we switch to electric vehicles, you’ll save money on fuel, reduce emissions and save X number of lives), rather than the risks of inaction (e.g. if we do nothing, humans will become extinct). There is a balance to be struck between messages that raise alarm, without evoking the mechanisms of denial and fatalism that can lead to inaction.

10 Slovic, P. (2020). The more who die, the less we care. Summary of keynote address at the British Psychological Society’s online conference (written by Sutton, J.). 11 Kahneman, D. (2011). Thinking: Fast and Slow. New York: Farrar, Straus & Giroux. 12 Wallace-Wells, D. (2019). The Uninhabitable Earth: A Story of the Future. New York: Penguin. 13 Feinberg, M., and Willer, R. (2010). Apocalypse Soon?: Dire Messages Reduce Belief in Global Warming by Contradicting Just- World Beliefs. Psychological Science, 22 (1), 34-38 14 Gifford, R. (2011). The dragons of inaction: Psychological barriers that limit climate change mitigation and adaptation. American Psychologist, 66(4), 290.

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When talking to CYP about climate change (see section below) we have a responsibility not to ‘sugar- coat’ the climate situation, but to illustrate how climate may soon become an imminent and personal threat to all, whilst presenting a hopeful alternative to inspire agency and motivate change. ‘The Future we Choose’15 is a suggested article which explores two alternative futures in 2050, neatly balancing out the severity of the situation, while presenting a path forward.

3. Not ignoring it

Even if we understand climate change to be a real threat, there are other biases that result in us tending to ignore climate change and carry on as normal. Here are a selection10,11,12,14 of just some of the biases and thinking errors relevant to climate change inaction.

• In a large group, we tend to assume that someone else will sort a problem or situation and sometimes trust governments to address the situation (Bystander effect/ Diffusion of responsibility).

• If time or money has been invested in something (e.g. infrastructure/ owning a petrol car), we tend to hang onto the thing, even if it’s not the optimal choice (sunk costs fallacy).

• Belief in the power of free-market capitalism or anthropocentrism Figure 5. Cognitive biases allow us to ignore the problem and (that humans are the central being in the universe) isn’t compatible continue with our more with sustainable behaviours (Inconsistent world views). 'convenient' lives.

• The belief that technology alone (e.g. carbon capture options) will save us (Technosalvation).

• Perceived inequity and social comparison. We are less likely to act if we see others not acting. e.g. using the justifications ‘everyone else is eating meat!’. Conversely, we are more likely to change if we see others making changes.

We need to stay mindful of our own biases in regard to climate change and take the time to think about the problem objectively. One way of doing this is to try Gifford’s 33 Dragons of inaction, ‘self- diagnosis’ grid. http://www.dragonsofinaction.com/diagnose-your-dragons/

15 Figueres, C. and Rivett-Carnac, T. (2020). The Future We Choose: Surviving the Climate Crisis. Knopf. Summaries of the two 2050 scenarios in Guardian articles [online]: https://www.theguardian.com/environment/2020/feb/15/worst-case-scenario-2050-climate-crisis-future-we-choose- christiana-figueres-tom-rivett-carnac https://www.theguardian.com/environment/2020/feb/15/best-case-scenario-2050-climate-crisis-future-we-choose- christiana-figueres-tom-rivett-carnac

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4. Not feeling overwhelmed

Apocalyptic or fatalistic thinking is a shortcut that people can take when faced with the enormity of climate change. This can easily lead to inaction and feeling overwhelmed. However, the following biases16,17 may play into these negative thinking patterns.

• Perceived lack of behavioural control. e.g. thinking “What I do doesn’t make a difference”.

• The ‘myth of self-interest’. We tend to overestimate selfish behaviour by other people - but other people may be more willing to change to help others than we think. Figure 6. Burn out or feeling overwhelmed is a real risk when • Compassion collapse. We feel more empathy at individual stories thinking about climate change. and images than at reports of large numbers suffering tragedy. What is the right level of empathy to feel to balance ‘burn-out’ with feeling ‘numb?’

Focussing on community or smaller scale projects and highlighting successes will feel more rewarding, achievable and personal to CYP, activating a sense of agency and hope (see section below). Trust that the momentum of change will grow through social comparison forces.

16 Gifford, R. (2011). The dragons of inaction: Psychological barriers that limit climate change mitigation and adaptation. American Psychologist, 66(4), 290. 17 Slovic, P. (2020). The more who die, the less we care. Summary of keynote address at the British Psychological Society’s online conference (written by Sutton, J.).

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Managing Environmental Anxiety and Uncertainty

Environmental anxiety

“It can be a crippling worry that can manifest in the forms of difficulty in concentrating, difficulty in being present, panic attacks, depression, low mood, burnout or insomnia. This can leave us feeling overwhelmed, detached, hopeless, grieving, angry and paralysed, all of which are that inhibit us from taking necessary action to mobilise against the climate crisis.”

M. Kennedy-Woodard, Climate Psychologists, (2020)18

Coming to terms with the enormity of the risks of climate inaction can lead to strong, overwhelming feelings. When an existential threat is perceived, our sympathetic nervous system is triggered (fight, flight, freeze response). While this system is useful to fight off a tiger or attacker, it does not help with taking the positive action and decisions needed to tackle climate change. Being in this state long term can lead to mental health difficulties and a lack of action.

Anxiety is an empathetic and very normal response. However, in order to take positive action, or to ‘contain’ a child’s and be truly present for them, we have to be able to manage our own feelings and model self-regulation. Here are some suggestions that apply to both adults and children:

Limit news. You can’t take it all on. 10 mins daily. Look for positive, balancing news.

Grieve. Allow yourself to feel some of the loss suffered by populations and ecosystems. Children’s futures are going to be harder. Sit with your feelings.

5 ways to wellbeing19. Take notice, be active, connect, keep learning, give.

Healthy escapism. Allow yourself to enjoy life and appreciate Figure 7. We have to be safe and steady nature. ourselves before we help others.

Talk with others. You are not alone.

Put your hope in the right place. Don’t expect too much from politicians, but trust in the power of collective action. This force of ‘social comparison’ can lead to behaviour change on a greater scale20.

Activate yourself. Do one thing each day to reduce your carbon footprint.

Activate others. Write to your MP, mobilise your workplace, talk to friends and family (don’t judge!), sign a petition etc. The cure to climate anxiety is the cure to climate change.

18 Kennedy-Woodard, M. (2019). Blog: Managing climate anxiety and eco-emotions. [online] https://www.climatepsychologists.com/blog/managing-climate-anxiety-and-eco-emotions-for-parents [accessed 18.11.2020]

19 Aked, J. et al., New Economics Foundation (2008).Five Ways to Wellbeing [online] https://neweconomics.org/2008/10/five-ways- to-wellbeing [accessed 20.1.21]

20 Gifford, R. (2011). The dragons of inaction: Psychological barriers that limit climate change mitigation and adaptation. American Psychologist, 66(4), 290.

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Interrogate your thinking. Cognitive biases and thinking patterns including perceived lack of control, the myth of self-interest, fatalism and catastrophising may exacerbate a sense of feeling overwhelmed (see section, above). What does your worst fear say about you? Is it the more likely worst scenario or is it a mirror on your inner beliefs? Try to separate the thought from the fact.

Build resilience to uncertainty.

We all tend to manage our lives to minimise uncertainty. In fact, calculating and mitigating ‘risk’ is woven into our collective mindset through tools like insurance, home security and scheduling. Even planning for a day out is a way to minimise risk. However unexpected things will always happen. Whether or not we are experiencing environmental anxiety per se., we will all need to cope with higher levels of uncertainty in the future. The Covid-19 pandemic has shown us that we can’t rely on things to ‘stay the same’.

Behaviours such as checking the news every hour, stockpiling, excessive cleaning and wanting to do things ‘your way’ can be indicative of a difficulty managing uncertainty. While this might not cause a problem in a predictable world, it will not serve us or CYP well in the time of climate change.

Engage CYP or yourselves in an activity to increase tolerance in uncertainty. Anxiety Canada21 suggest building up our tolerance for uncertainty by trying out mildly uncertain behaviours e.g. watching a film you know nothing about and acting ‘As if’ it doesn’t cause you anxiety.

Uncertainty can be anxiety provoking to everyone as we can’t be sure we’ll have the resources to manage. Sudden changes in our lives can makes us feel a bit seasick, as if the ground beneath us isn’t stable. Things might begin to feel a bit unreal as they lose their shape and distinctiveness.

When experiencing ‘the sea of uncertainty’, try focussing on grounding activities that were part of the rhythm of your normal life. This may help to give you a sense of place and consistency when perhaps everything around you feels unstable e.g. doing the hoovering every Sunday, meat-free Mondays, exercise / coffee morning with a friend on Saturday.

Figure 8. using 'anchors of normality' when in the 'sea of uncertainty' can feel stabilising and grounding

21 Anxiety Canada (2019). Building your tolerance for uncertainty: Acting ‘as if’. [online] https://www.anxietycanada.com/articles/building-your-tolerance-for-uncertainty-act-as-if/ [accessed 18.11.20000]

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Intergenerational Relationships and Anger

“We must look upon the decisions we take today through the eyes of future generations and allow our actions to be guided by the concept of intergenerational equity"

The Mary Robinson Foundation, Climate Justice22

Feelings of anxiety and uncertainty may often be expressed as anger. However, there are very valid reasons why we may find CYP becoming increasingly angry at ‘older people’. For many CYP, there is a feeling that the ‘problem’ of climate change has been passed onto young people, while the wealthier older generation reaped all the benefits of the economic boom afforded by the plentiful supply of fossil fuels23 .

On top of this, Covid-19 restrictions now mean that CYP have missed education and socialising, suffered exam confusion, and are now facing compromised long-term economic prospects. This could be experienced by CYP as having to make sacrifices for those older people who did not make sacrifices to safeguard the planet’s future. Figure 9. What kind of world are we leaving for the next generation? As a group who are often powerless and unheard in society, CYP may feel that they are being disregarded or ignored. There is a risk of an intergenerational rift. In order to best support young people and work together to affect change, we need to preserve the relationship and work together.

We need to listen, acknowledge, take responsibility and say sorry for our part in climate change. Allow CYP to express their anger. Schools and parents can recognise the importance of allowing CYP a voice and to protest. e.g. #fridaysforfuture, #thisiszerohour Teaching anti-ageist thinking (i.e. not to assume that all ‘older people’ are climate denialists), alongside the psychology of climate change and collective action. Refer to activists such as David Attenborough, Jane Fonda and Mary Robinson.

22 Mary Robertson Foundation, Climate Justice (2017). Position paper: Global Guardians: a voice for future generations https://www.mrfcj.org/wp-content/uploads/2017/08/Global-Guardians-A-Voice-for-Future-Generations-April-2017.pdf

23 United Nations Development Programme, (2019)[online] https://feature.undp.org/fighting-for-a-stolen-future/[accessed 18.11.2020]

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Priorities for Education

The interaction of climate change and advances in biotechnology and artificial intelligence (AI) make it impossible to know what the future will look like. Covid-19 has already shown us just how much things can change with unpredictable events, and many view Covid-19 as just one consequence of global warming and unsustainable commercial activity24. We need to prepare children to cope with the fast pace of change and the effects of unpredictable, destabilising events.

As technology and ‘information at our fingertips’ allows education to shift from a facts-focussed curriculum to a skills-based one. The following are four suggested priorities for education to foster resilience children and therefore society:

1. Development of critical reasoning, ethical decision making and debate. Social media algorithms, fake news, echo chambers, politicised narratives and conspiracy theories can lead to confusion and misinformation25. In order to maintain civil liberties and values in the face of one future crisis after the next, we will need to take decisions based not on fear, but on a slow and clear assessment of the situation in hand.

Teach children how to evaluate the validity What would you give up of information and news sources. to save another person’s Place an emphasis on debate, ethics and critical reasoning, developing the skill of life (you don’t know trying to form a balanced opinion, having them)? considered both sides of an argument.

Figure 10. Example of a ‘debate card’ to get CYP 2. Well-being, self-care and emotional resilience. In talking and thinking for themselves. the face of already rising mental health difficulties and stretched health services, it will be important to take a more proactive and preventative approach to mental health. We suggest that: Children be taught skills to understand, express and manage their emotions. Schools adopt an attachment aware approach, accessing training in attachment, trauma and coaching. Further training available from the Educational Psychology Consultation Service. http://services2schools.org.uk/Services/4698

3. Collective effort, caring and empathy for others. Caring careers involving human relationships and empathy are among the least vulnerable to automation over the next few years (along with many creative and STEM careers-Science, Technology, Engineering and Mathematics)26. Furthermore, Covid-19 lockdowns have again reinforced what we already knew – that togetherness is a key factor for mental health and wellbeing27 .

24 Worland, J. (2020). The Wuhan Coronavirus, Climate Change, and Future Epidemics.[online] https://time.com/5779156/wuhan- coronavirus-climate-change/ [accessed 2.10.2020].

25 Eisenstein, C. (2020). Essay: The Coronation. [online]. https://charleseisenstein.org/essays/the-coronation/ [accessed 6.6.2020]

26 Frey, C. B., & Osborne, M. A. (2017). The future of employment: How susceptible are jobs to computerisation?. Technological forecasting and social change, 114, 254-280. 27 Leigh-Hunt, N., Bagguley, D., Bash, K., Turner, V., Turnbull, S., Valtorta, N., & Caan, W. (2017). An overview of systematic reviews on the public health consequences of social isolation and loneliness. Public Health, 152, 157-171.

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However, even those with a more individualistic outlook will have to acknowledge that our societies are built on collective efforts. If we adopt an ‘every person for themselves’ attitude in a crisis (e.g. stockpiling, leaving others short), society will quickly break down. Collective action is necessary to navigate a crisis – we will need citizens who care about the ‘we’.

Value and celebrate care and compassion as you would with academic achievement. Regularly practice group work and projects where each individual has a role and is required to think critically (e.g. using DeBono’s thinking hats28).

4. Putting nature and care for the environment at the forefront of the curriculum. Rather than being an add-on, environmental sustainability is now a precondition for future economic growth. For what is the point of money, if we are not alive or well enough to spend it?

An understanding of ecology and the impacts that commercial activity has on ecosystems and other populations is an essential building block of education.

5. Career conversations. CYP are not likely to have one career, but several over the course of their lifetimes. CYP would benefit from: Lifelong learning. Understanding the importance of ICT and technology, staying ahead of developments and understanding ‘how the world works’. Developing the skill of ‘spotting an opportunity’ and adapting to changes. Rethinking aspirations. Conversations about want vs. need and the aspiration of consumerism. e.g. ‘will having fresh trainers make us happy?’ ‘What is life for and what is really important to us?’

28 De Bono, E. (2017). Six Thinking Hats. Penguin UK.

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How to Talk with Children about Climate Change Impacts

“We need to prepare our children for what is coming, and we need to do it thoughtfully, wisely, kindly and playfully. That’s our job.”

(C. Hickman, Climate Psychology Alliance, 201929)

Figure 11. Children need just enough grit to grow – without some hard truths, they will not thrive in the real world. Too much too early and they will not be able to grow in the first place.

Some adults may be tempted to protect children from knowledge of climate change; we instinctively want to protect children from distress, especially when we are worried and upset ourselves30. However, given the widespread media coverage, this is not only impossible, but also unfair, as children and young people have the right to know about threats to their lives, to have a voice and be involved in protecting themselves31.

Here are some things to consider when speaking with CYP about climate change:

29 Hickman, C. (2019). Podcast: Talking with children about climate change [online] https://www.climatepsychologyalliance.org/podcasts/370-3-talking-with-children-about-climate-change [accessed 18.11.2020] 30 Burke, S. (2019) Australian Psychological Society – Climate Change Empowerment Handbook [online] https://www.psychology.org.au/getmedia/88ee1716-2604-44ce-b87a-ca0408dfaa12/Climate-change-empowerment- handbook.pdf [accessed 18.11.2020] 31 Burke, S. E., Sanson, A. V., & Van Hoorn, J. (2018). The psychological effects of climate change on children. Current psychiatry reports, 20(5), 35.

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Self-first

Children and young people take cues from adults and model what they see and hear around them. As adults, we need to be practicing what we are encouraging children and young people to do. Understanding our own responses to climate change, is the first step in talking to children and young people32. It’s important to acknowledge our anxiety, anger, sadness, , and fear, recognise that they are reasonable reactions to a problem the size of climate change, and then adopt strategies that provide resilience and reduce stress.

In order to feel confident in talking with children and young people about climate change and to ensure that you are giving factual information, it can be helpful for adults to do their own research first. However, it is important to remember you do not need to be a climate expert! Not knowing is okay and it is okay to explore learning together.

Before we can help others, we need to help ourselves. o Run a self-check – how do you feel about climate change? Noticing physical sensations? Noticing thoughts that are causing these sensations? o Identify solutions – how can you move from anxiety to action? o Gather the information you need (see suggested resources, above)

Prepare the conversation

Considering the timings, context and content of conversations with children and young people can promote effective conversations about climate change. Find a time that you are distraction free and emotionally ready to chat and in a more positive and hopeful mindset yourself. CYP might ask you a question when you’re busy. During these times, it is important that you acknowledge them and explain you need to finish what you’re doing then make time for the conversation later (e.g. “that’s a great question/idea! Can I have a think and come back to you?”). You might want to build a conversation around something that’s on the news or raised in their school or media feeds.

In conversation Ask CYP questions to understand what they already know and dispel any myths. If they ask a question you can’t answer immediately, you can respond “Good question. I am not sure. I will find out and come back to you” or if appropriate, “Let’s explore together.” Invite and answer questions honestly, like you would for sex/death - in class you might like to have an anonymous ‘question box’. When giving difficult facts or news, try to balance it with 3 pieces of positive news or action (this will help counter the bias towards threats). Focus on empowering agency and action whenever a ‘problem’ is discussed (see section below). You might like to use yourself as an example to show your thinking e.g. “I see that having a petrol car is bad for the planet and we all have to do our bit.... it’s a shame as I love my car, but I think I am going to start cycling to work more – maybe that will encourage others to do the same. Plus, I’ll get fit!” Validate their emotions e.g. “its ok to feel worried, I believe you are strong enough to make helpful changes”.21

32 Kennedy-Woodard, M. (2020) How to talk to children about climate change. [online] ]https://www.climatepsychologists.com/blog/managing-climate-anxiety-and-eco-emotions-how-to-talk-to-kids-about-climate- change. [accessed 18.11.2020]

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Context of conversations: Topics, stories and projects – age and developmental considerations

The best conversations often take place in the context of an activity. Each child is different, so trust your judgement on what they can engage with. Here are some suggestions to start: Pre-school and Reception age children: o Focus on daily activities e.g. walk instead of the car, look at the exhaust and talk about ‘dirty air’. o Use of animals in stories e.g. a polar bear and its habitat. Primary age children: o Stories and case studies. o Learning about young activists around the world (see below) o Project learning to affect change in school & community e.g. changing canteen offering/ contact council. Secondary age children: o Project learning to affect change in school and beyond. e.g. raising awareness of greenwashing practices in teen targeting brands (greenwashing is when companies overstate their ‘eco’ credentials to boost sales). o Support and facilitate means of protesting o Debate and critical reasoning – aim is to give children a voice and get them to think for themselves. Spend time considering both sides of an argument. Figure 12. Suggested resources. Due to the complexity and abstract nature of the topic, children with learning difficulties might arguably be less susceptible to environmental anxiety and more concerned with the stability and wellbeing of those they see every day.

Children with learning difficulties may respond well to thinking about sustainable behaviours relevant to their everyday environment e.g. recycling.

Conversely, children who have a strong desire for sameness and routine, including those with Autism, are likely to find the uncertainty of the climate situation very challenging.

Be vigilant for signs of anxiety in CYP with Autism. Aim to listen and empower their agency.

We have seen how cognitive biases can underlie a lack of engagement on climate, yet many Autistic individuals do not rely on these perception biases or filters so heavily33. Rather, they tend to perceive the world ‘just as it is’34 35. This ‘clarity’ coupled with commonly strong technological skills commonly found in cognitively-able Autistic individuals may be important in developing sustainable solutions.

Celebrate and harness perceptual differences in Autism. Autistic thinking has an important role in the future of sustainability.

33 Bergman, M. A., Schene, A. H., Vissers, C. T. W., Vrijsen, J. N., Kan, C. C., & van Oostrom, I. (2020). Systematic review of cognitive biases in autism spectrum disorders: A neuropsychological framework towards an understanding of the high prevalence of co- occurring depression. Research in Autism Spectrum Disorders, 69, 101455. 34 Bogdashina, O. (2003). Sensory Perceptual Issues in Autism and Asperger Syndrome. London: Jessica Kingsley. 35 Pellicano, E., & Burr, D. (2012). When the world becomes 'too real': a Bayesian explanation of autistic perception. Trends in Cognitive Sciences, 16, 504-510

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Empowering Hope, Agency and Activism

“Many people are taking action, although not simply due to fear or panic, but because of something more powerful: hope.

Alarm and despair might dominate the rhetoric of climate activists and social justice organisers, but our ability and strength to push through these negative and distressing feelings comes from our belief in positive, transformative change. Sometimes consciously, often unconsciously.”

Figure 13. Emily Bohobo N’Dombaxe Dola

Young people are seen by psychologists to be in a better position to catalyse action on climate change than most adults. They are seen as ‘more effective messengers’ because, without change, they will suffer far more than the adults around today. In addition, young people don’t have any vested interests (like making money or winning elections) so they are seen to occupy ‘the moral high ground’36 .

Activities that create opportunities for meaningful participatory engagement allow young people to discover and express personal agency37. And we know from research that ‘agency’ is fundamental to well-being38 and ‘community and civic engagement’ has long‐lasting positive effects on young people's mental health39.

One way of inspiring agency is through the examples of role models, activists who CYP can relate to. Whilst climate activism has historically been perceived as a white middle-class pursuit this is far from the reality. Black, Asian and minority ethnic people have been central to climate activism for decades and are at the forefront of the fight against the climate crisis across the UK40. There are many examples of hugely influential young activists, such as Yola Mgogwana (www.earthchildproject.org) and Emily Bohobo N’Dombaxe Dola (www.youth4nature.org) pictured above. See also https://climatereframe.co.uk/.

36 Young, E. (2020). How to be an effective climate activist, according to psychology [online] https://digest.bps.org.uk/2020/01/20/how-to-be-an-effective-climate-activist-according-to-psychology/ [accessed 15.1.2021] 37 Pavarini, G., Lyreskog, D., Manku, K., Musesengwa, R., & Singh, I. (2020). Debate: Promoting capabilities for young people’s agency in the COVID-19 outbreak. Child and Adolescent Mental Health, (25), 187–188. 38 Sen, A. (1993). Capability and well‐being. In Nussbaum M. & Sen A. (Eds.), The quality of life (pp. 30–53). Oxford, UK: Clarendon Press. 39 Ballard, Parissa J, Lindsay T. Hoyt, Mark C. Pachucki (2017). Impacts of adolescent and young adult civic engagement on health and socioeconomic status in adulthood.” Child Development. 40 Kale, S. (2020). We need to be heard: The BAME climate activists who won’t be ignored [online] https://www.theguardian.com/environment/2020/mar/09/we-need-to-be-heard-the-bame-climate-activists-who-wont-be- ignored?CMP=Share_iOSApp_Other [accessed 15.1.2021]

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Focus on Anger as positive. Anger doesn’t need to be pathologised and positive action has the advantage of reducing anger and guilt and futility. Instead teach oracy and communication skills such as confidence and clarity of self-expression, the ability to listen and take account of other’s perspectives and ways of working with others to solve problems.

Another way to build hope is by drawing attention to global challenges that have been tackled in the past e.g. women’s suffrage, the ozone layer or apartheid. Below are some examples of climate projects already underway in schools around the world and in the UK: o In July 2019, more than 7000 colleges, universities and schools from across the world declared a climate emergency in a joint letter which was addressed to the United Nations (UN). Schools pledged to embed sustainability across their curriculums and to reach by 2050, some as soon as 2030.41 Figure 145.Under the Eco-Schools o As of October 2020, 59000 schools in 68 countries have programme, Schools work through 7 steps to achieve an ‘Eco-Schools Green Flag’. signed up to be Eco-Schools – the largest global This develops environmental awareness, sustainable schools programme - encouraging young improves the school environment and people to engage in their environment by allowing creates financial savings. https://www.ecoschools.global/ them the opportunity to actively protect it. o Italy became the first country in the world to make the study of climate change compulsory in its schools. Since Sept 2020 one hour a week has been dedicated to focusing on the UN’s sustainable development goals. o In the UK, in July 2019 Workington School in the Lake District was the first to declare a climate emergency, with a student led initiative encouraging the whole school to consider the environmental impacts of every decision and action taken at the school.42

“All the different habitats that “It feels really good to be able to help the are being changed, affected and environment and lead damag ed by plastic and rubbish – on that as a subject” that made me want to do the eco-council” Jack Farrington, 15

Monty McCurrie 15 Workington School

Workington School

41 Ryan, K. (2020). Thousands of schools and universities declare ‘climate emergency’. [online] https://uk.reuters.com/article/global- climate-emergencyletter/thousands-of-schools-and-universities-declare-climate-emergency-idUKL2N24B1M0 [accessed 15.1.2021] 42 Henrys, R. (2019) Workington School first in UK to declare Climate Emergency [online]https://www.timesandstar.co.uk/news/17756249.workington-school-first-uk-declare-climate-emergency/[wccessed 15.1.2021]

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Present 3 positive framings to every 1 climate threat to help to create engagement. We should try to tell the stories of the steps we take as individuals, schools, communities and local authorities to respect our planet and show the people with whom we share the planet that we care.43 For example see ‘10 Reasons to have hope for 2020’ https://www.wwf.org.uk/success-stories and ‘Why I’m feeling hopeful about the environment in 2021’ https://www.bbc.co.uk/news/science- environment-55429607 Recognise the power of peer to peer to create a new normal. Find ways for CYP to support each other: by sharing experiences, exchanging fact‐based information and providing emotional support. Peer‐led well‐being interventions have been shown to promote hope, self‐confidence and feelings of social inclusion in adolescents.44

By: Dr Louise Edgington, Jane Roller and Dr Louisa Reynolds and other EPs within the Climate Change Working Group at the WKC Educational Psychology Consultation Service.

With thanks to Dr P. Kennedy-Williams and M. Kennedy-Woodard at Climate Psychologists whose training and materials have inspired many of the ideas in this paper https://www.climatepsychologists.com/

43 Stoknes, P. E. (2017) TED talk on 5 defences model [online] https://www.ted.com/talks/per_espen_stoknes_how_to_transform_apocalypse_fatigue_into_action_on_global_warming [accessed on 18.11.2020] 44 Repper, J. & Carter, T. (2011). A review of the literature on peer support in mental health services. Journal of Mental Health, (20), 392–411.

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