Designing learning environments for promoting young people's constructive coping with climate change.

Area of Science:

• Environmental Psychology
• Youth Well-being
• Climate Change Education

Background:

• Global climate change (GCC) poses risks to youth physical health and psychological well-being.
• Youth employ various coping mechanisms, including denial, distancing, and individual actions, with varying mental health outcomes.
• Collective action and agency demonstrate superior mental well-being outcomes compared to other coping strategies.

Purpose of the Study:

• To explore effective strategies for youth coping with global climate change (GCC).
• To examine the role of school-based interventions in promoting positive youth outcomes and climate action.
• To discuss the potential of evidence-based learning environment design in enhancing GCC coping strategies.

Main Methods:

• Literature review and synthesis of existing research on GCC impacts, youth coping, and interventions.
• Analysis of school-based interventions, focusing on participatory and engaging approaches.
• Conceptual framework development for designing learning environments that support constructive GCC coping.

Main Results:

• Collective action and agency are linked to better mental well-being outcomes for youth facing GCC.
• Engaging, participatory school-based interventions show promise for improving youth outcomes and fostering climate action.
• Learning environments designed with environmental affordances can scaffold youth engagement with climate change education.

Conclusions:

• Designing learning environments using evidence-based principles can enhance interventions for youth GCC coping.
• Natural environments may be particularly effective in promoting active engagement and constructive coping pathways.
• Further research is needed to identify specific design features that improve youth well-being and coping strategies for climate action.