Why use this tool?

This tool is essential for all teachers or educators who are committed to supporting their learners in dealing with climate anxiety and other climate emotions, as well as in navigating the impacts of trauma that may occur because of climate change. Some activities offer concrete methods to deal with the nervous system dysregulation of one learner or of a group of learners. Other activities focus on you, the teacher or informal educator, and introduce some critical skills you need to build, and preparatory work that you need to undertake before creating spaces to talk about climate emotions with your group of learners.   

Activities in this Tool

Activity 1.1.1. Creating a culture of safety and care 

Activity 1.1.2. Quick self-regulation techniques for teachers

Activity 1.1.3. Helpful scripts to support learners 

Activity 1.1.1. Creating a culture of safety and care 

Overview 

This activity is for teachers and educators. It is a prerequisite and a foundational activity for all other activities related to climate emotions to be effective, impactful and not lead to more traumas or re-traumatization. It involves the acquisition of knowledge regarding one’s own emotional and mental wellbeing, and that of one’s learners. It also entails the creation of a different culture in relation to emotions in the classroom. Last, it requires the mapping and establishment of an emotional support system for teachers and educators, as well as for their learners, so as to further build safety, as part of trauma-informed practices. 

 

Curriculum linkage

This activity is transversal and should be practiced early on. 

 

Competences built

Emotional regulation, self-reflection, inner compass, trauma-informed leadership

 

Prep Work

This activity constitutes the preparatory work for all other tools and activities under competence area 5. Taking care of climate emotions and trauma.  

 

Competences/activities to practice first by the teacher: 

  • Read the teacher’s guide thoroughly in relation to climate emotions and climate trauma. 
  • Climate Emotions wheel 1.2.1

 

Step 1: Understanding how emotions affect us 

  1. Acknowledge that we live in societies in which very few of us are equipped to understand and respond to our emotions and that of others without guilt, shame, detachment and often involuntary violence. As a result, when a person experiences emotional overwhelm in ways or in spaces where this is not socially accepted (e.g. school) this person is likely to feel particularly isolated or could even be punished. It is critical to recognize that learners do not always choose to behave the way they do, and that there are other ways to respond to a learner’s behavior than controlling it through punishment and reward. This may however be a drastic shift from your approach and practices so far.
  2. Start by practicing emotional awareness with yourself by referring to the window of tolerance, each time an opportunity arises. Ask yourself the questions: where am I right now? Am I approaching the edges of the green zone? Do I know what to do to self-regulate when I enter states of hyperarousal or hypoarousal ? Please note that the window of tolerance is likely to be reduced from the start in people who have  already suffered hardships like poverty, discrimination, marginalization, lack of neuroinclusion, as well as adverse childhood experiences. You can also refer to activity card 1.1.2 to work on your window of tolerance.
    Source: Dan Siegel
  3. Learn to notice the states your learners are in. Crying can be a visible sign of distress, but there are other ways of expressing emotions. 
    • Note that learners that are extremely calm and compliant could in fact be experiencing dysregulation in the form of hypoarousal, and, as a result, be shutting down.
    • Note that learners that are over-reactive, swearing, being late, may also be experiencing dysregulation, in the form of hyperarousal. The latter behavior can be a sign of distress, not of disobedience or oppositional defiance.
  4. Learn to recognize the signs of trauma. Trauma is a one off or ongoing experience of being unsafe, without support, and feeling helpless in that situation. It is as if a part of the nervous system freezes in that experience, and this can create a stuck memory in the body. If a trigger situation happens, the person who has experienced trauma is kicked back in time to the state of survival that was experienced at the time of the initial trauma. In that altered state, the learner has no choice about the way they behave. They should not be punished for what they are doing, nor told they are doing something wrong, nor dismissed.
  5. Note that neurodivergent meltdown or shutdown can look like a trauma response, but it has a different cause. Usually, sensory overload, overwhelming situations, or difficulties with emotional regulation. Treating it like a trauma response could lead to a neurodivergent child feeling misunderstood. After the episode of dysregulation, you may want to ask the student if they feel safe sharing something about what caused their response. This could help create more safety for neurodivergent children and youth in the learning environment.
  6. Realise that if you don’t talk about (climate) emotions, it does not mean that they are not there. It just means that they are going underground, and then you are creating the right conditions for trauma, which is a lack of support. You might also be creating conditions for bullying where if a child cries, other people are going to laugh at them because you have not laid foundations defining that it is okay to have an emotional reaction in response to distressing information. In order to limit the risk of trauma, it is critical to make the learners feel that they are safe, that they can express themselves, and that they matter. 

 

Step 2: Creating safety for learners daily

  1. Engage in small actions on a consistent basis in order to create a culture of safety in the classroom. In order to best be prepared to handle climate emotions and trauma, you need as a teacher to pay attention and acknowledge everyday non-traumatic stresses experienced by the learners. This will help build safety, belonging and dignity, as well as develop the competences and skills that are essential to addressing the impacts of climate change.
  2. On a daily basis, give some acknowledgement to learners individually, including by the following actions. That will ensure that if learners are in distress, they will know that you care and that you can help them co-regulate their nervous system: 
    • Giving them a warm greeting, no matter what they did the day before
    • Looking up and thanking the learners, using their first name when reading the roster
    • Remembering every child’s name and using it to acknowledge them when you walk past them in the corridor.
  3. Make it safe for learners to express their emotions in the classroom by anticipating the fact that some emotions may arise when some distressing information is being shared, and that different learners may have different emotional reactions to this information. Crying can be a very valid response to some information. When a child expresses emotions, know that the most effective thing you can do to meet any learner with any level of stress, distress or trauma is to meet them in authentic kindness. You can check the scripts (1.1.3) to help you anticipate or respond to learners’ emotions. Please note however that the warmth of your presence and the tone of your voice are more important than the words you use.
  4. Note that children will express emotions differently depending on their neurodiversity, as well as the previous and current levels of trauma and support they have been experiencing. And of course, the same goes for teachers. Our diversity of needs does not simply vanish in adulthood, and you may wish to consider it for you and your colleagues to adapt practices.
    • Some neurodivergent children are subject to extreme sensitivity around emotions and sensory experience. That often includes a very strong justice sensitivity. They can become more reactive, if they get overwhelmed by sensory or emotional input without enough support.
    • Children with parents who have less resources, including children from oppressed communities, are likely to struggle more with emotions. 
    • Children of color, queer children, disabled children,… may have social and collective trauma of living in a society where you are treated with less dignity than others.
    • Children that live in a culture in which whole groups of people are denied access to equal resources and dignity can experience the trauma of exclusion.
  5. Follow up with a child that has expressed distress to you so as to further build their feeling of safety and connection. Remember that warm, friendly care is the most important environment for trauma prevention and recovery.


Step 3: Mapping and establishing an emotional support system

  1. Start with yourself as a teacher by a self-assessment:

    • Do you know how to regulate your emotions and deal with your own distress, if any? 
    • Do you have the support system you need in case self-regulation does not work and/or to lower the pressure on yourself to self-regulate? 
      • Do you participate in climate cafes, climate circles or grief circles? 
      • Do you have friends or family members who can help you navigate your emotions? 
      • Do you see a climate-aware therapist, in case you feel the need? 
      • Do you have other collective care practices for your emotional and mental wellbeing? 
    • Do you have a self-care plan in place to take care of your emotional wellbeing in the long run? 
    • Do you know whom to reach out to in case of an emotional or mental health crisis, whether this happens in the workplace or outside? 
    • Do you know if the school/organisation you work with has any policy, initiative or support in place to take care of your emotional/mental wellbeing? Are you taking advantage of it? 
    • How do you feel about the climate crisis?
  2. Map the support system you have by answering the questions above, and identify the gaps for which you need to collect information or create new resources for yourself, and probably for the other teachers in school.
  3. Keep your mapping up to date and invest in your emotional support system, including by implementing your own self-care plan.
  4. Map the support system currently available to your learners by answering the following questions:
    • What are the resources currently available for them through the school or organisation, including in terms of safe people or safe spaces for the learners to go to? 
    •  Are children and youth, particularly neurodivergent ones allowed to go to playgrounds, outside of the classroom to „run off“ an emotional moment instead of being told to sit still till recess? The possibility to practice this activity is critical to support mapping for neurodivergent children.
    • Are the learners aware of those resources? Are they making use of them? If not, what is preventing them from using those resources? 
    • Are there outside, free and/or easily accessible resources that learners should know of in case they are in a crisis situation? Are those resources known to the learners or easy to find in the school?
  5. Let the learners know of the support system and resources currently available to them in case they need support by having the information easily available. 

 

Do’s and Don’ts 

Do

  • Engage in small practices daily as a means to build a new culture of safety and connection with your group of learners. It does not take a lot of time nor grand gestures but it will make a huge difference. It may also feel very strange at first if it goes against the usual culture of your school. 

 

Don’t

  • Don’t underestimate the resistance you will feel from yourself, and from your colleagues when you start working with emotions.
  • Don’t assume that you can stop taking care of yourself when taking care of others.  

Adaptations

We invite you to adapt this activity to the specific needs of your learners, including by taking into account their neurodiversity. When adapting tools and activities for neurodivergent learners, please note it is not about treating others how you want to be treated, but how they want to be treated. Ask, listen, and stay open to different ways of learning and engaging

References

This activity card was developed under the guidance of Jo Mc Andrews from the Climate Psychology Alliance, in dialogue with One Resilient Earth.  

Download the Activity Card here

Activity 1.1.2. Quick self-regulation techniques for teachers

Overview 

This activity helps you, the teacher or informal educator, regulate your own nervous system, so that you can best support your learners when they feel anxious or are experiencing dysregulation as a result of trauma. These self-regulation techniques will support teachers and educators who are themselves suffering from strong anxiety and/or traumas related to extreme events associated with climate change. Some techniques can be performed in the classroom right before supporting a learner suffering from dysregulation. Other techniques can be performed before or in between classes. 

 

Curriculum linkage

This is a transversal skill not associated with a specific class or discipline, and to be acquired before opening up spaces to talk about climate emotions with your learners. 

 

Competences built

Emotional regulation, self-reflection, inner compass, trauma-informed leadership

Prep Work

You should test all these self-regulation techniques outside of the classroom first, including to deal with everyday stresses. Please try as many of the techniques as possible in different contexts so as to see which ones work best for you. The more you practice, the more likely you are to use the techniques in stressful situations when you most need them.

 

Competences/activities to practice first by the teacher

  • Climate emotions wheel 1.2.1

 

Preamble

In this activity card, you will find some examples of quick emotional regulation tools you can use on yourself. It is important to note they take practice so that your nervous system evolves. They are quick but the process to access them is repetition. The more you practice the easier they will be to use. It is critical that you build awareness of your own stress system. You can use the window of tolerance system below to familiarize yourself with your own window of tolerance. The more you are aware of your own stress responses and window of tolerance, the easier it will be for you to mobilize emotional regulation techniques at the right time. 

 

Step 1: Assess your level of emotional dysregulation 

  1. Feel into your body to assess how you position yourself in the window of tolerance graph. This will be easier to do if you practice tracking your nervous systems, when you are not in an emergency situation.

    Source: Dan Siegel

     

  2. If you are getting closer to the red or the grey zones, take a mental note of it, take a pause and consider self-regulation techniques you can mobilize quickly. By acknowledging ‘I am very stressed right now’ you are in a better position to manage your stress than if you do not acknowledge it. 

Step 2: Practice an emotional regulation technique in the classroom

If you feel you are out of your window of tolerance while in the classroom, there are a few techniques you can use. If you practice them enough in non-emergency situations, they will be easier to mobilize on the spot, and you will know which technique(s) works best for you. 

 

  1. Breathe. Breathing is an important self-regulation tool because our breath is directly related to our parasympathetic nervous system, which is in charge of relaxing, resting and finding safety. Breathing techniques can include:
    • Taking deep breaths 3 times
    • Exhaling for twice as long as you inhale
  2. Find some sensory help so as to help you connect to the place you are in in the present moment. This could mean:
    • Look at the room you are in, and what represents safety in the room, such as the door or the clock, or what you see through the window. Mentally noting the time can help you be more in the present. 
    • Touch a familiar object. It can be an object on your desk or an object you keep in your pocket like a pebble. 
    • Smell the usual smells in the air
    • Drink water. Take three sips of water consciously.
  3. Change your posture by deliberately straightening your back and putting your shoulders down and inviting in your own dignity. When our back is supporting us and we stand on both feet with all our weight evenly distributed, it is easier to regulate our emotions.
  4. Ground yourself. Notice that you are in a body, and that you are supported by the ground underneath you. Feel your feet on the floor and press them into the floor. This can help us feel safe in our body.
  5. Use a mental declaration or self-talk that reminds you of your values. It could be: 
    • I’m committed to treating myself and everyone else with dignity.
    • I’m committed to making this classroom a safe place.
    • I’m committed to safety in this room. And that starts with me.

 

Step 3: Practice an emotional regulation technique outside of the classroom

If you have the opportunity to practice slightly longer self-regulation techniques before class or in between classes, you can:

 

  1. Breathe. Breathing is an important self-regulation tool because our breath is directly related to our parasympathetic nervous system, which is in charge of relaxing, resting and finding safety. Breathing techniques that require more time can include:
    • Box breathing: this entails slowly inhaling (slow count of 4, for instance), holding your breath (slow count of 4), slowly exhaling (slow count of 4), holding your breath (slow count of 4) and repeat. 
    • Alternate nostrils deep breathing
  2. Find some sensory help so as to help you connect to the place you are in in the present moment. This could mean:
    • Look at the courtyard or park you are in, and notice how nature can be experienced through all of your senses 
    • Smell any calming essential oils such as lime
  3. Shake, stretch, soothe in a place that feels safe for you to do those movements:
    • Shaking allows the stress to move through your body, and your body to relax
    • Stretching gives a direct message to your nervous system that you are safe, while stress make us constrict ourselves
    • Soothing movements by stroking one’s upper arms rhythmically with our arms crossed, or oscillating from the left to the right leg for a few minutes.
  4. Humming creates a vagus nerve state of vibration with the breath. It has a calming effect that helps to regulate the nervous system. 

Do’s and Don’ts 

Do  

  • Know that if you have experienced trauma, deep breathing exercises and other exercises through which you connect to your body can be intense or distressing, and hence may not help you to self-regulate. Take it gently and follow your body’s felt sense of safety and care.
  • Acknowledge that we have been taught to dismiss these ways of self-regulation, so  there is a tendency to resist them at first.
  • Practice self-regulation techniques as much as possible. 

Don’t

  • Don’t expect to be able to self-regulate during a crisis if you have not practiced before. 
  • Don’t blame yourself for not managing to self-regulate properly in some crisis situations. In that case, acknowledge the situation when supporting a learner or group of learners, while highlighting that you are doing your best. Just keep practicing self-regulation techniques as much as you can. 

Adaptations

We invite you to adapt this activity to the specific needs of your learners, including by taking into account their neurodiversity. When adapting tools and activities for neurodivergent learners, please note it is not about treating others how you want to be treated, but how they want to be treated. Ask, listen, and stay open to different ways of learning and engaging

References

This activity card was developed under the guidance of Jo McAndrews from the Climate Psychology Alliance, in dialogue with One Resilient Earth.  

Download the Activity Card here

Activity 1.1.3. Helpful scripts to support learners 

Overview 

The scripts presented below are meant to help teachers and educators support their learners as they experience emotional dysregulation individually, or as they collectively experience climate change impacts that could potentially be traumatic. They do not replace efforts to self-regulate your own nervous system before addressing a crisis situation. They should be used when your own nervous system is as regulated as possible so that they have maximum positive impact on the learner or group of learners. 

 

Curriculum linkage

The scripts can be mobilized in any class where emotions are involved. 

 

Competences built

Emotional regulation, self-reflection, inner compass, trauma-informed leadership

 

Basic info

  • Age range: 6-26
  • Duration: 2-5 minutes
  • Group size: 1-Full group 
  • Level of difficulty: Basic
  • Materials/space required: None 
  • Location: Indoors & Outdoors  
  • Engagement of external stakeholders: No

Prep Work

You should read the teachers guide sections related to climate emotions and climate trauma, as well as take the time to establish the culture of safety and care, including the support system that is required for you to take care of the emotional wellbeing of the learners you teach. 

 

Competences/activities to practice first by the teacher: 

  • Creating a culture of safety 1.1.1
  • Quick self-regulation techniques for teachers 1.1.2.
  • Climate Emotions wheel 1.2.1

 

Situation 1: Supporting one learner with their dysregulation 

Those scripts and actions are meant to support one learner who experiences nervous system dysregulation, which can be due to overwhelming stress or trauma. 

  1. Before starting an activity that can involve strong emotional responses, acknowledge that learning about climate change may bring up a lot of emotions and feelings, and that these feelings are a normal response. Crying is a normal response and some learners may express their emotions more than others, and in different ways.
  2. Remember that trauma is a one off or ongoing experience of being unsafe without support and feeling helpless in that situation. It is as if a part of the nervous system freezes in that experience, and this can create a stuck memory in the body. If a trigger situation happens, the person who has experienced trauma is kicked back in time to the state of survival that was experienced at the time of the initial trauma. In that altered state, the learner has no choice about the way they behave. They should not be punished for what they are doing, nor told they are doing something wrong, nor dismissed.
  3. Slow down everything and take a moment to be with the learner.
  4. Encourage the person to come back to the present moment by saying: ‘It’s OK. I’m here. I’m here with you. You’re in a state of distress. It’s OK. We know that and I can help you’. Remember that your tone of voice and your presence is going to be what co-regulates the nervous system of the learner. A sharp tone of voice or anything that sounds like telling off will only increase the stress. Hence it is important that you are regulated or practice self-regulation yourself  (see activity cars 1.1.3) before speaking.
  5. Facilitate sensory awareness while restoring their autonomy. This could include: 
    • Inviting the learner to breathe slowly with you if they wish to. It is not about deep breathing. Your breathing becomes a safety reference for them without you making any demands. You can say:  ‘I’m here with you. I’m breathing. If you want, you can breathe with me. I’m just breathing slowly’
    • Offering them to drink some water if they feel like it. It can help feel more grounded and can give a sense of care.
  6.  Asking them where they are most comfortable staying or sitting as they recover. You can ask: ‘Is it OK with you to stay here for a moment?’ ‘Would you like your friend X to come and sit with you’ or ‘Is it OK with you if we just get up and move outside so you can get some air?’ Asking ‘What do you need right now?’ might be too difficult to answer. It is important to keep the questions simple, favoring yes/no questions.
  7. Following up with them in the following days or the next time you see them. 

 

Situation 2: Supporting a whole group of learners who have experienced climate change impacts and potentially traumatic events

Those scripts and actions are meant to support a group of learners who have experienced some extreme events associated with climate change (e.g. flooding, forest fires), which can have affected them in varied ways. 

  1. Take part in or help organize an emergency staff meeting to understand how the staff of the school and the school premises have been affected by the events, as well as the capacity and willingness that the school has to support recovery efforts for the community at large.  Make sure that there is a plan in place to take care of the teachers and other staff, including emotionally, if they are to take part in the recovery effort, acknowledging the losses they may have suffered because of the extreme event themselves.
  2. Take the first opportunity you have to talk about the extreme event with your learners. In case the event has not hit all learners equally, a possible script could be: “Wow, this flood was a big deal! And it has affected everyone in our community in different ways. This classroom represents that community. Some of you here will have lost loads, will be really anxious and scared, and will have been very badly affected. Some of you will be just having fun kicking through the big puddles. Since here we care about each other, we’re going to take a moment to acknowledge that we’re in different places. So if you are one of the people that is fine, please bear in mind that others aren’t. What can we do? Let’s start off by thinking, you know, how can we as a class support each other in the face of what’s going on?”
  3. Relax rules about attendance and homework, so as to help learners be where they need to be at that moment to take care of the recovery of their loved ones. The school can also help set up a place to gather clothes, food and water for those who need support with the help of learners.
  4. When resources are available, set up a safe space within the school or organisation for learners that have been hit the hardest so that they can get adequate emotional support. Such support can be provided by the safe person in the school, the school counselor, the pastoral staff or even the special educational needs person if they are sufficiently equipped to do so. If no support is available within the school you may want to contact local authorities in charge of disaster response and enquire about a psychological support unit that could be dispatched to the school or organisation. This safe space should be staffed and available all day for the next few days. This will help learners get the support they need so that they can get back to learning fully after that.
  5. Remember that allowing a day or a week to attend to the practical and emotional needs caused by an extreme weather event actually means that learners are going to get back to functioning much more quickly. Doubling down on exam pressure in the face of a local disaster does not work. When children and learners feel they are safe and they matter, when their mental health needs are looked after, their academic capacity is way bigger. 


Do’s and Don’ts 

Do 

  • Please remember that somebody whose trauma has been triggered needs to have their own autonomy respected. 

Don’t

  • Don’t pretend that an extreme event did not happen, or that dealing with its impacts is not the responsibility of the school as it will negatively affect the learners’ emotional and mental wellbeing, as well as their academic performances.

Adaptations

We invite you to adapt this activity to the specific needs of your learners, including by taking into account their neurodiversity. When adapting tools and activities for neurodivergent learners, please note it is not about treating others how you want to be treated, but how they want to be treated. Ask, listen, and stay open to different ways of learning and engaging

 

References

This activity card was developed under the guidance of Jo McAndrews from the Climate Psychology Alliance, in dialogue with One Resilient Earth. 

 

Download the Activity Card here