A new study led by Bishop's University psychology professor Dr. Catherine Malboeuf-Hurtubise reveals that when it comes to climate change, how we talk to children matters just as much as what we say.
Dr. Catherine Malboeuf-Hurtubise
As children and youth face rising levels of anxiety related to climate and global instability, this study offers important insight into how psychologists, educators and caregivers can better support mental health.
Published in the renowned medical journal the JAMA Network Open, this is the first experimental study of its kind to compare how different climate-related classroom activities affect children's psychological well-being. The research found that art activities introducing climate themes on their own may inadvertently increase children's eco-anxiety, while combining art with philosophical discussion helps protect their mental health. The study followed 238 children in primary schools across England.
This Canada-England study is the result of an international collaboration between Bishop's University and partners including Leeds Trinity University, Climate Adapted Pathways for Education (CAPE), and several England primary schools.
"We discovered that children need more than creative outlets -- they also need structured opportunities to verbally process these overwhelming emotions," said Dr. Catherine Malboeuf- Hurtubise, who not only led the research but also played a key role in launching Bishop's University's PhD program in Clinical Psychology. "When we give children space to discuss life- impacting questions about climate change, we help them process their fears and build strength in the face of an uncertain future."
As eco-anxiety becomes a growing public health concern, the findings offer timely insight for psychologists, educators and parents navigating climate conversations with youth. They support the need for open discussions about climate change and welcoming of children's difficult emotions around this topic, both at home and in schools.
Both intervention groups showed increased hope and reduced emotional distress. However, children who participated only in art activities experienced greater eco-anxiety overall, while those who also engaged in philosophical discussions were more emotionally protected.
"This study powerfully demonstrates how evidence-based dialogue -- paired with creative approaches -- can support children's resilience in the face of climate anxiety," said Dr. Kerry Hull, Interim Vice-Principal Academic and Research at Bishop's University. "It exemplifies how Bishop's, as a smaller institution, leverages nimble multidisciplinary scholarship to address urgent societal issues."
With this study, Bishop's University helps lead a growing movement to integrate mental health into the global conversation on climate education.
