ABSTRACT
This chapter argues that it is important for teachers to be mindful of their students' emotions and coping strategies concerning climate change in order to promote a constructive learning environment, student engagement, and hope. It describes a portion of the research literature on how children cope with emotions concerning climate change. The chapter proposes several strategies for teachers to support children in response to this global concern. A model that could be of use in order to understand how children deal with both self-oriented and other-oriented emotions in relation to climate change is the transactional model of coping. When people use emotion-focused coping, they concentrate on negative emotions and try to get rid of them with the help of various coping strategies, rather than trying to do something about the problem. When children express strong emotions about social issues, including climate change, teachers may not know how to respond; they may ignore or dismiss children's expressions.
