The Emotional Labour of Climate Education: Addressing Eco-Anxiety in Australian Classrooms

Abstract

This study explored the emerging issue of eco-anxiety in climate education, focussing on how teachers in New South Wales address students’ emotional responses to learning about climate change. Through interviews with 30 primary and secondary school teachers across the state, the study investigated the range of challenges and obstacles teachers faced in managing this complex emotional terrain. Upon outlining those challenges, the article argues for a more integrated approach to climate education, proposing policies aimed at enhancing teacher training, expanding mental health resources, and revising curricula to address both scientific knowledge and emotional resilience.