This study investigated the potential for somatic pedagogies to address eco-anxiety among prospective environmental educators. Although it can also have positive effects, eco-anxiety often becomes an overwhelming experience that contributes to high levels of burnout and inaction. Somatic pedagogies are those that purposefully include a sensory-reflective component. A short curricular intervention was implemented in an environmental education curriculum class of 19 undergraduate students to explore how using somatic pedagogies to reflect on eco-emotions impacted readiness to address eco-anxiety in their future teaching, and in what ways somatic pedagogies might support environmental education teacher preparation. Using grounded theory methodology to analyze participant responses revealed significant growth in ability to address eco-anxiety from the use of somatic pedagogies. This paper gives rich description of three overarching themes that emerged in participants’ experiences
