Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Listening ears to Blue Minds

20 minutes

Find Out: Understanding eco-anxiety

25 minutes

Take Action: Moving from fear to hope

5 minutes

Reflection

Learning intentions

Students will:

explore their emotional responses to environmental issues and recognise that feelings like eco-anxiety are valid and shared
examine the cultural, psychological, and personal dimensions of eco-anxiety and identify ways to move from fear to hope.

Success criteria

Students can:

describe what eco-anxiety is and explain its causes and effects on individuals and communities
identify at least 1 cultural perspective that demonstrates a connection to nature and resilience in the face of climate adversity
reflect on and express their own emotions related to climate change and suggest strategies for staying hopeful.

Tune In: Listening ears to Blue Minds

Step 1

Explain to students that you will be watching a video produced by Blue Minds, a youth project of Surfers for Climate, an organisation dedicated to turning the tide on climate change. Blue Minds is working to reduce mental health issues caused by worry about the climate.

The video features key environmental stakeholders such as Professor Lesley Hughes talking about how the environment influences their sense of belonging and how they find hope in adverse situations.

Step 2

As a class, watch the video.

Cool.org x Blue Minds | Eco-Anxiety & Finding Hope (https://vimeo.com/1125029216/4d8ae92659)

Step 3

After viewing, initiate a class discussion with students using the following questions:

What are some ways the environment makes people feel connected or disconnected?
What feelings did the video bring up for you about climate change or the ocean?
How can being involved in environmental projects help people feel more hopeful?

Find Out: Understanding eco-anxiety

Step 1

Ask students to think quietly about whether they have ever felt worried or stressed about the environment or climate change. Outline to students that this feeling is called eco-anxiety or eco-distress. Invite students to raise their hands if they’re familiar with the term.

Write this definition on the board and read it together: ‘Eco-anxiety is the strong worry or stress people feel about the harm humans are causing to the environment and the future of our planet.’

Next, ask students to estimate how many students feel this way in Australia. Invite student volunteers to share their responses before outlining that research shows that 2 in 3 young Australians feel this way, so they aren’t alone (Source: www.orygen.org.au).

Encourage students to think about whether they have ever felt this way and to briefly share examples if they want to.

Step 2

Explain to students that they will build their understanding of the different elements of eco-anxiety, including its causes and how it can be managed. Divide students into 4 groups and outline that they will explore eco-anxiety by participating in a stations activity. At each station, they will respond to the questions on the Student Worksheet.

To begin, direct each group to a station and rotate until all stations are complete. Students should spend no more than 3 minutes at each station.

For your reference, the stations cover:

Station 1: Lived experience	Students are provided with images of real environmental events, such as deforestation, bushfires, and floods, and respond to a series of questions.
Station 2: Media overload	Students read through news headlines and place them into 3 categories: overwhelming, neutral or hopeful.
Station 3: Guilt and regret	Students assess images that represent personal choices that impact the environment and reflect on their own personal actions.
Station 4: Science behind eco-anxiety	Students read a factsheet about the science of eco-anxiety and identify strategies that can assist.

Step 3

Once completed, invite students to share their thoughts about what they discovered through each station. Explain that triggers recognised in eco-anxiety include:

lived experience
increased and frequent exposure to media coverage
regret or guilt (Source: https://theconversation.com/what-i-learned-about-eco-anxiety-after-listening-to-the-climate-stories-of-1-000-people-from-around-the-world-237724).

Make it clear to students that a person can experience 1 or all of these. Reiterate to students that if they feel they are at risk, it is a rational, healthy survival instinct to react by being anxious or experiencing fear. However, it is important to take steps to manage this, which they will explore in the next activity.

Take Action: Moving from fear to hope

Step 1

Invite students to close their eyes and think about a place in nature that they love. For example, this could be at the beach, in the bush or in their favourite park. Encourage them to think about how this place activates their senses. You may guide them by asking:

What do you see around you in this place?
What sounds can you hear (eg birds, wind, water, or other natural noises)?
What smells do you notice (eg flowers, the ocean, fresh air, or soil)?
What textures or feelings do you notice (eg the sand, grass, tree bark, or water)?
How does being in this place make you feel connected (eg what emotions do you experience)?

After a minute, ask students to slowly open their eyes and share 1-2 sensations or feelings that stood out to them. Ask the class to turn to a partner and discuss how the environment influences how we belong and find hope in difficult situations.

Step 2

Explain to students that people's sense of cultural connectedness to places influences their identity, sense of belonging, and perceptions of a place. For First Nations Australians, this is often known as a connection to their Country.

Step 3

Facilitate a brief class discussion using the following prompts:

How do connections to places or communities help people cope with environmental challenges?
Can feeling connected to nature or culture motivate us to act on climate issues?

Step 4

Next, lay a large piece of butcher paper on the ground. Provide students with sticky notes, small cards, or coloured markers. Ask them to add 1 or more things that help them feel connected and hopeful, such as:

places in nature (beach, forest, backyard)
sporting clubs and communities
cultural or community practices (gardening, art, traditional ceremonies)
people who inspire or support them
activities that reduce stress and increase resilience (surfing, walking, volunteering).

Step 5

It’s time to connect the dots! Direct students to draw lines between related items like nature spots linked to activities, or people linked to practices. They may like to use symbols or colours to show what makes them feel calm, inspired, or empowered.

Step 6

Invite students to walk around the map, observing connections other students have added. Facilitate a discussion with prompts such as:

What patterns do you notice? Are there common places, people, or activities that help us feel hopeful?
How can these connections help us manage eco-anxiety?
Can feeling connected to people, culture, or nature inspire us to act on climate issues?

Highlight that building these connections, both individually and collectively, can be a positive strategy for hope, resilience, and climate action. Encourage students to use their personal connections as a resource when they feel worried or overwhelmed about the environment.

We recommend checking out Cooper Chapman's book, The 1% Good Club . This book offers a practical approach to mental health, encouraging readers to dedicate just 1% of their day (14 minutes) to habits that can transform their emotional wellbeing. Drawing from his experience as a professional surfer and mental health advocate, Cooper shares simple, science-backed practices like breathwork, meditation, gratitude rituals, and the power of connection with loved ones and nature.

Reflection

Step 1

Direct students to the Student Worksheet to write a short reflection using the sentence starter, ‘It’s okay to feel this way about the planet, and here’s how I can grow from it…’

What is Eco-Anxiety and Why Do We Feel It?

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