I want to talk about climate change, but I wish I didn't have to: A descriptive qualitative study of an intervention combining creative arts and philosophical inquiry to help elementary school students cope with climate change emotions.

ABSTRACT:

Background

Children are increasingly exposed to climate change impacts through school curricula, media, and in their environments, leading to various emotional responses, including sadness, anger, and fear. While such emotional reactions to truly distressing situations are normal, they can disrupt daily functioning. The implementation of creative arts and philosophical inquiry in elementary schools could foster adaptive coping through meaning-making activities, namely, by providing spaces for introspection, emotional expression, and exploration of existential questions. This study aimed to document the social validity of an intervention combining creative arts and philosophical inquiry and to examine its acceptability, the perceived goals, and perceived benefits for children's ment

SUBMITTER: Leger-Goodes T 

PROVIDER: S-EPMC12683917 | biostudies-literature | 2025 Dec

REPOSITORIES: biostudies-literature