Climate change is not just an environmental crisis; it also has a profound impact on mental health and emotional well-being, especially among young people. New research based on a representative survey of 1,000 young people people (aged 16-25) in Canada illuminates the range of climate emotions and anxiety they experience.

Young people are uniquely positioned to experience the mental and emotional impacts of climate change. They have contributed the least to the crisis, yet they are and will be disproportionately affected by it. Yet they have limited options and invaluable insights into influencing action. There is evidence that young people are particularly vulnerable to climate stress and anxiety. The aim of this study was to gain insight into these emotions and anxiety through a survey.

The results are disturbing. Young Canadians are experiencing a variety of challenging climate emotions. At least 56% of % respondents reported feelings of fear, sadness, anxiety and helplessnessClimate change has a significant impact on their overall mental health – 78% of % respondents said climate change is affecting their overall mental healthFurthermore, these feelings negatively affect their daily functioning, 37% of respondents said their feelings about climate change negatively affected their daily functioning.

Climate-related anxiety and concerns also translate into negative views of the future. For example, 39 % respondents reported hesitation about starting a family and having children due to climate changeA significant majority of young people view the future with concern – 73% of respondents think the future is scaryThese feelings are often linked to the belief that previous generations have failed to protect the planet; 76% of respondents said that humans have failed to take care of the planet.

The survey also focused on perceptions of government actions. Respondents rated the government's response to climate change negatively. They noted greater feelings of betrayal than reassurance in connection with the government's position.

The findings highlight the urgent need for support. Survey data shows that young Canadians need a variety of supports to manage these emotions and anxieties. At the same time believe that the formal education system should do more to support them in this area, including socio-emotional aspects.

This research adds to a growing and increasingly disturbing body of evidence on climate emotions and anxiety in young people. It highlights the need to take this issue seriously and provide the necessary support for a younger generation facing the consequences of climate change. It also identifies key directions for future research in this important area. Spring

Article published in a magazine sciencedirect.com

Glossary of key terms

• Climate anxiety: Chronic fear of ecological destruction or concerns related to the prospects of climate change and its impact on the future.
• Climatic emotions: A wide range of affective reactions that individuals experience in relation to climate change, including fear, sadness, anger, helplessness and guilt.
• Climate measures: Actions and initiatives taken by individuals, communities, organizations, and governments to mitigate or adapt to climate change.
• Climate education: An educational process that addresses climate change, its causes and consequences, and supports informed decision-making and action. It also includes socio-emotional dimensions.
• Young people/Youth: In the context of this article, it refers to individuals aged 16–25. This demographic group is perceived as particularly vulnerable to the impact of climate change.
• Representative survey: A type of survey designed so that the data collected accurately reflects the characteristics of the broader population from which the sample was drawn. In this case, it represents young people in Canada.
• Data weighting: A statistical method used in surveys to adjust a sample to better match the characteristics of the population from which it was drawn (e.g., by age, gender, region), thereby improving representativeness.
• Descriptive analyses: Statistical methods used to summarize and describe the characteristics of a data set (e.g., averages, percentages).
• Thematic analysis: A qualitative method used to identify, analyze, and report patterns (themes) within data, often used to analyze text responses from surveys or interviews.
• Socio-emotional dimensions: Aspects of education that relate to the development of social and emotional skills, awareness and the ability to manage emotions. In the context of climate education, it refers to supporting students in processing their emotions related to climate change.
• Positionality: It refers to the social and political contextuality of an individual’s experiences and identities (including gender, race, class, age, etc.) and their impact on understanding the world. In this article, it refers to the unique position of young people in relation to climate change.