School-based Intervention to Address Climate Change Emotions

Université du Québec a Montréal

Status: Completed

Conditions: Eco-anxiety

Treatments: Other: Making room for climate emotions in the classroom

Study type: Interventional

Funder types: Other

Identifiers

NCT06781788

767-2023-1376-1

Details and patient eligibility

About

The goal of this study was to qualitatively document the social validity of an intervention combining creative arts and philosophy inquiry and to examine its acceptability, the perceived goals, and perceived benefits for children's mental health and ability to cope with climate change from the perspective of one elemetary-school class students and their teacher.

The guiding research question was: How do children and their teacher perceive the acceptability, the goals and the benefits of the intervention? The participants were asked to participate in a seven-week creative arts and philosophical inquiry intervention. Once a week, a research assistant led a workshop using creative arts and group philosophical inquiry to discuss the topic of climate change and the emotions that can arise. Students participated in a brief individual interview after the intervention. The teacher also participated in an individual online interview.

Enrollment: 15 patients

Sex: All

Ages: 8+ years old

Volunteers: Accepts Healthy Volunteers

Inclusion and exclusion criteria

Inclusion Criteria:

• Elementary school students between the ages of 8 and 12 years old who's teacher accepted to participate in the study
• Elementary school teacher

Trial design

Primary purpose: Prevention

Allocation: N/A

Interventional model: Single Group Assignment

Masking: None (Open label)

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15 participants in 1 patient group

Creative arts an philosophy inquiry intervention

Other group

Description:

Participation in a seven-week school-based creative arts and philosophy inquiry intervention to talk about climate change emotions

Treatment:

Other: Making room for climate emotions in the classroom