Helping young people navigate a climate of change

Can schools talk openly about climate change without increasing student distress? 

“Everyone was always telling me, ‘This is happening! This is happening!’ But there [wasn’t] anything about how… to deal with it.” 

High school student

Climate change is affecting the emotional or physical wellbeing of more than three in four young Australians, according to Mission Australia's 2025 Youth Survey.

While climate science is taught in schools, students are often left to navigate the emotional impacts on their own.

To address this gap, the NSW Department of Climate Change, Energy, the Environment and Water partnered with The Joyality Project to develop A Climate of Change, a suite of free, evidence-based wellbeing resources that help students build resilience, navigate difficult emotions and find hope in a changing world. 

The program, designed for young people aged 15-17, combines creative activities, emotional regulation strategies, nature connection and First Nations perspectives.  

“A Climate of Change is based on solid psychological and educational foundations and was co-designed with an impressive team of young people, First Nations advisors and educators,” says The Joyality Project’s cofounder, Dr Eshana Bragg.

The resources include six flexible 90-minute lessons, supported by an Educators’ Guide, Student Journal and youth-led and educator videos. They can be delivered as a standalone program, a two-day incursion, or adapted for different school contexts and wellbeing initiatives. A sample schedule is provided in the Educators’ Guide. 

“The activities encourage an inclusive, creative, and collaborative approach to the future, and the engaging student videos are scripted by young Australians,” Dr Bragg says.

Freely available through the AdaptNSW website, A Climate of Change was piloted across three NSW high schools in Term 3 of 2025 and independently evaluated by researchers from Black Dog Institute and Curtin University. 

Talking about climate change without fear 

At the heart of the evaluation was one clear question: can schools discuss climate change openly without increasing student distress? 

The answer appears to be yes. 

Researchers found no indication that the program caused distress among participating students. Instead, students and educators consistently described the lessons as safe, supportive and empowering. 

“Students who participated in our evaluation of the program felt calm and connected,” says Dr Chloe Watfern, Postdoctoral Fellow at Black Dog Institute. “They valued the opportunity to share emotions and climate experiences in a trusted group.” 

After participating in the program, 22% of students reported feeling “much better”, compared with 6% of students in the control group. Nearly one-third (32%) said the program made problems more bearable “by a great deal”, while a further 28% said it helped “quite a lot”. 

Students spoke about gaining practical tools, stronger peer connections and a greater sense of agency. 

“It made me look at climate change [from] a whole different perspective,” one student noted. “It really also gave me some options, possibilities, new ways to discover how I can help.” 

“I feel inspired and empowered – like I can actually do something to help,” another student said. 

Grounded in connections to Country 

A recent review of school-based programs addressing the mental health impacts of climate change found that programs connecting students with nature and Country and embedding First Nations knowledge can support mental wellbeing while building climate resilience. 

Yaegl Elder Aunty Glenda MacPhail was a First Nations advisor during the development of A Climate of Change. 

“I know these resources will benefit all who use them,” she says. “As First Nations people, we have an inherited cultural responsibility to ensure our teachings are listened to and understood. The gentle way we teach ensures the right thing is always done respectfully.”

Alongside dedicated First Nations contemplations in each lesson, the resources encourage students to reflect on their relationship with Country. Each lesson includes a First Nations activity written by Birpai/Dunghutti educator Arlene Gili Mehan, drawing on Aboriginal pedagogical approaches such as storytelling, visual learning, place-based reflection and community connection. 

“As humans we all have a responsibility to care for the sacredness of Country and follow the teachings of the Elders which are ‘if you look after Country, then Country looks after you’,” Aunty Glenda adds.  

More than a climate program 

The lessons appear to have a lasting impact beyond the classroom: 59% of participating students said they would use the techniques they learned through the program in the future, while a further 22% said they might. 

Teachers also saw value extending well beyond climate education. Educators reported feeling more confident discussing difficult topics and appreciated the practical emotional regulation strategies embedded throughout the lessons. 

One teacher said the program had given them “more language around how to navigate emotions”, noting “there are strategies that can be used for lots of different emotional upheaval and struggle that students might be going through”. 

Others highlighted the flexibility of the resources and their ability to be adapted to different classroom contexts. 

“The resources were really easy to use. It was great to have the educator video, clear outlines of where the lesson was going, but also allowing me to put my own little personality in"

Rochelle Smith, STEM teacher, Novoschool

The evaluation identified four themes that emerged consistently across student and educator interviews: emotional safety, practical coping skills, connection and empowerment. Those themes are reflected in the experience many students described. 

“The fact that you have a community and there’s people willing to listen to you and you're not alone in that... that’s what I’ll probably remember.”  

The principle behind A Climate of Change is powerful: climate adaptation is not only about preparing places and infrastructure. It is also about helping young people to build skills, support networks and sense of agency to face the future with courage and confidence.  

“[These resources] have enormous promise to be something that can really make a difference for children and young people.”  

Dr Cybele Dey, Child and Adolescent Psychiatrist and clinical researcher, Sydney Children’s Hospitals’ Network 

Watch a short video to hear directly from students and educators about their experience of A Climate of Change.