This report examines how climate-related anxiety is being addressed in clinical and educational settings. It critiques emerging psychological responses which may inadvertently reinforce distress rather than alleviate it. The report proposes practical steps for schools to ensure that environmental issues are taught in developmentally appropriate ways.

This report examines the psychological impact of climate change education on primary age children, arguing that the current approach is cognitively inappropriate and ethically questionable. It calls for a shift toward developmentally appropriate, psychologically safe and empowering environmental education. The report provides recommendations for policy and practice.