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.

backgroundChildren 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 mental health and ability to cope with climate change.

methodsUsing a descriptive qualitative design, this study captured students' and teachers' perspectives through semi-structured interviews, group discussions, and observations. Thematic analysis was employed to evaluate the intervention's acceptability and perceived mental health effects.

resultsTwo main themes emerged, supporting the intervention's social validity. First, the participants emphasized the importance of climate change discussions in the classroom, with both students and teachers reporting appreciation of the creative arts and philosophical inquiry components. There were no negative impacts reported by either children or teachers. Second, with respect to intervention effects, children reported various emotional responses, with some noting that while difficult emotions remained, they felt better equipped to cope with them. The intervention appeared to support students' psychological needs for autonomy, competence, and affiliation.

conclusionsThe creative arts and philosophical inquiry intervention demonstrated strong social validity. The children's feedback highlighted the need for safe and brave spaces to explore issues related to climate change and to express difficult emotions such as despair. These findings highlight the importance of implementing such programs in schools and providing potential tools for educators. Since children will bear the impacts of climate change in the years to come, it is crucial to foster adequate coping mechanisms and create spaces for discussion, connection, and emotional expression.

trial registrationThis study has been retrospectively registered on January 17th, 2025. TRIAL REGISTRATION NUMBER: NCT06781788.