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<p>Recent research points to an increasing number of youth across the globe experiencing eco-anxiety. This phenomenon is likely particularly manifest among students at universities across Canada studying environmental issues who, by dint of their subject area, are inescapably exposed to the disturbing data surrounding climate change. Studies show that such anxiety, if not attended to, can lead to physical, emotional and cognitive impairment. Assuming the higher education that these students receive ought to empower them fully, which includes fostering some form of hope to provide them with the psychological resilience to confront an uncertain and difficult future, a survey was conducted among five Canadian universities to ascertain if this is indeed the case. The survey asked those who teach courses related to the environment what, if anything, they are doing to address eco-anxiety among their students and, if they are not doing so – or are doing so only to the extent they feel necessary – why not. The findings suggest that these students are not being fully prepared and that some instructors, by only focusing on the negative aspects of climate change, or by being unable or unwilling to address the emotional aspects of this phenomenon, perpetuate feelings of hopelessness and powerlessness among their students. Notwithstanding, the study finds that most instructors are concerned and would likely do more with support. The paper ends with a call to advance a larger discussion on the issue among instructors, students and university administrators, suggesting a liberative framework for pedagogy as a means to fostering resilience and hope.</p>

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What are we doing? Advancing a discussion of how instructors teaching courses on the environment at universities are addressing eco-anxiety among their students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月20日

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  • Simon Appolloni,
  • Mallory Furlong,
  • Annika Harley,
  • Nolan Scharper,
  • Charlotte Zhang

摘要

Recent research points to an increasing number of youth across the globe experiencing eco-anxiety. This phenomenon is likely particularly manifest among students at universities across Canada studying environmental issues who, by dint of their subject area, are inescapably exposed to the disturbing data surrounding climate change. Studies show that such anxiety, if not attended to, can lead to physical, emotional and cognitive impairment. Assuming the higher education that these students receive ought to empower them fully, which includes fostering some form of hope to provide them with the psychological resilience to confront an uncertain and difficult future, a survey was conducted among five Canadian universities to ascertain if this is indeed the case. The survey asked those who teach courses related to the environment what, if anything, they are doing to address eco-anxiety among their students and, if they are not doing so – or are doing so only to the extent they feel necessary – why not. The findings suggest that these students are not being fully prepared and that some instructors, by only focusing on the negative aspects of climate change, or by being unable or unwilling to address the emotional aspects of this phenomenon, perpetuate feelings of hopelessness and powerlessness among their students. Notwithstanding, the study finds that most instructors are concerned and would likely do more with support. The paper ends with a call to advance a larger discussion on the issue among instructors, students and university administrators, suggesting a liberative framework for pedagogy as a means to fostering resilience and hope.