Climate change-based art and philosophy intervention and mental health in children

Abstract

Children are becoming increasingly aware of the accelerating1 climate crisis and more vulnerable to developing eco-anxiety,2 an emotional reaction that arises when an individual recognizes the impact humans have on the environment (see eAppendix in Supplement 1).3 A promising approach for children to discuss their eco-anxiety in schools is through the integration of artistic creation and philosophical inquiry.3This study compared the outcomes of arts-based interventions (ABI) and arts-and-philosophy–based interventions (APBI), centered on the theme of climate change, with elementary school students’ eco-anxiety as a primary outcome, and their intolerance to distress, hope, and mental health as secondary outcomes