This thesis investigates the emotional and psychological impacts of climate change on adolescents and provides practical insights for educators, mental health practitioners and policymakers. The research addresses key gaps in the literature by investigating how adolescents experience, articulate and respond to climate emotions, particularly in a rural Australian context. The research is guided by the question: How do adolescents experience and navigate climate-related emotions arising from both direct and indirect exposure to climate change, and what socio-ecological factors support their mental health and engagement with climate issues?
To address this question, a program of research comprising four studies was used. Study 1, a systematic scoping review of the literature on eco-anxiety, revealed inconsistencies in conceptualisation and measurement of the construct and provided recommendations for the future research directions. Study 2 was a systematic narrative review of the existing research into climaterelated emotions as experienced by children and adolescents, examining the links between climate emotions and mental health outcomes and climate action, respectively. The findings highlighted the dual impact of climate emotions, with fear and anxiety driving action for some but leading to feelings of helplessness for others, while hope and empowerment were found to be linked to greater climate engagement. Study 3 used a mixed-methods approach, incorporating quantitative survey and qualitative photo-elicitation focus groups to explore how rural Australian adolescents engage with climate emotions. The findings indicated that connection to nature was a significant factor in shaping both emotional responses and pro-climate behaviours, with eco-anxiety and eco-anger linked to greater climate engagement. Bronfenbrenner’s Ecological Systems Theory was used in Study 4 to examine multi-sectoral strategies for supporting climate-related mental health among adolescents. This study emphasised the importance of integrating climate education, mental health support and community engagement to foster emotional resilience and agency.
This thesis argues that climate-related emotions are complex and should not be pathologised. Instead, climate emotions need to be acknowledged as valid responses to environmental threats while supporting adolescents' sense of agency and engagement. While climate emotions can be distressing, they can also be constructive, driving action when adolescents have the necessary support systems.
A key contribution of this research is its focus on rural adolescents, a population underrepresented in climate emotion research. The findings highlight how geographic context shapes climate-related emotions, with rural adolescents expressing a deep connection to nature and a sense of responsibility toward the land. However, the study also discusses the risks posed by climate-driven environmental loss, such as how the degradation of natural landscapes can complicate efforts to maintain the mental health benefits of nature connection. Furthermore, this program of research underscores the need for collaboration across sectors to address climate-related emotions and mental health rather than focusing solely on individual responses. The findings suggest that educators, mental health professionals, policymakers and communities all play a role in ensuring that adolescents have the knowledge, support and opportunities to navigate climate distress and take meaningful action.
Overall, this thesis makes both theoretical and applied contributions to the field. Theoretically, it contributes to the literature by advancing the understanding of climate emotions within a broader socio-ecological framework. Practically, it informs climate-responsive education, mental health interventions and policy strategies, advocating for an integrated approach to adolescent well-being and climate engagement.