In recent years increasing numbers of children have reported distress and anxiety linked to climate change and environmental catastrophe narratives. This report examines how climate-related anxiety is being addressed in clinical and educational settings. The analysis raises questions about emerging psychological responses that depart from established evidence-based treatment for childhood anxiety and may inadvertently reinforce distress rather than alleviate it.

The report argues protecting children’s wellbeing requires restoring both educational integrity and clinical standards. Schools, regulators and curriculum authorities should be aware that the systematic exposure of children to emotionally distressing narratives may raise questions about whether reasonable safeguards and duty of care obligations have been adequately exercised. The report proposes practical steps for schools to ensure that environmental issues are taught in developmentally appropriate ways. 

Key recommendations

• Mental health interventions must be anchored in research, not political or emotional ideology.
• Maintaining professional standards in climate anxiety practice.
• Tailor climate communication to promote competence and critical thinking over emotional mobilisation.
• Train educators in psychological safeguards.
• Conduct outcome-based evaluations of interventions.
• Advocate for policy reform in curriculum design.