Eco-anxiety in rural students of southern Chile in the face of global ecological crises and climate change
DOI:
https://doi.org/10.5027/psicoperspectivas-Vol24-Issue3-fulltext-3494Keywords:
climate change, ecoanxiety, socio-environmental crisis, school mental healthAbstract
Climate change and global ecological crises pose significant challenges, especially for younger generations. While environmental education in schools aims to foster ecological awareness, it often overlooks the emotional dimensions affecting students. Eco-anxiety, a set of emotions arising from perceptions of environmental crises, is particularly relevant among students from rural contexts in Chile who are part of the National System of Environmental Certification for Educational Institutions (SNCAE). This qualitative study was conducted through workshops, projective techniques, and six focus groups with seventh and eighth-grade students. Using thematic analysis, their experiences and emotions related to climate change and its impact on mental health were explored. The results show that many students express concern for the environment, with some experiencing dysfunctional eco-anxiety, manifested through physical and emotional symptoms. Four dimensions of eco-anxiety were identified: negative emotions, hopelessness, denial through humour, and movement toward eco-hope, along with coping strategies and recommendations for classroom support.
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Copyright (c) 2025 Tamara Karina Hoffmann Ferrada, Marta Silva, Tammy L Elwell (Autor)
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