Why use this tool?

This tool can provide practical ways to address overwhelm, stress and anxiety for an individual or a group, either preemptively or when they arise. Most of the suggested activities will be most effective if practiced on a regular basis, as they help expand our own window of tolerance to multiple emotions over time. All activities can be done in groups or individually. As a teacher, you may want to practice them regularly so as to help you regulate your emotions. Once you know the activities well, it will also be easier for you to judge which activities to suggest to your students when a need arises.

Activities in this Tool

Activity 1.3.1 : Breathing

Activity 1.3.2. Soothing body movements

Activity 1.3.3 : Contemplative practices

 

Activity 1.3.1 : Breathing

Overview 

This tool can provide practical ways to address overwhelm, stress and anxiety for an individual or a group, either preemptively or when they arise. Most of the suggested activities will be most effective if practiced on a regular basis, as they help expand our own window of tolerance to multiple emotions over time. All activities can be done in groups or individually. As a teacher, you may want to practice them regularly so as to help you regulate your emotions. Once you know the activities well, it will also be easier for you to judge which activities to suggest to your students when a need arises.

 

Curriculum linkage

Civics & Social Studies, Physical Education & Health.

 

Competences built

Emotional regulation, self-compassion, compassion 

 

Basic info

  • Age range: 6+ 
  • Duration: From 10 minutes to 1-2 hours. Regularity matters.
  • Group size: Any group size works
  • Level of difficulty: Basic to advanced
  • Materials/space required: No
  • Location: Indoors or outdoors
  • Engagement of external stakeholders: Not necessarily. 
  • Mindfulness practitioners could be invited to lead some practices.

 

Prep Work

  • Prepare by practicing yourself regularly.

 

Competences/activities to practice first by the teacher: 

  • Activity 1.4.1, Climate trauma/dysregulation first aid. 
  • General understanding of our inner lives and how they relate to outer action. 

 

Levels in the activity 

  1. Try it out 

 

Level 1 : Try it out 

Breathing: When you breathe mindfully, you focus your attention on only one thing: your in-breath and out-breath. This is concentration on your breath. It helps you to focus and at the same time become aware of our interconnectedness. Like all practices, it has to be voluntary and one can offer some flexibility (e.g., not engaging, sitting, standing, moving) to accommodate for different needs and capacities. Please note that deep breathing, particularly in a group, may not be a good exercise for students who have suffered different trauma or may be neurodiverse. 

Possible instructions:

  1. Let’s take a moment to settle into our seats. Find a comfortable posture—upright yet relaxed. 
  2. Feel the strength of your back supporting you, while allowing your front to soften. 
  3. Plant your feet firmly on the ground. Sense the connection to the earth.
  4. Rest your hands on your thighs with ease. 
  5. Close your eyes if that feels comfortable or keep them slightly open, softly gazing downward. 
  6. Notice how your body feels in this position. 
  7. Take a deep breath, and as you exhale, release as much as you can, all unnecessary tension in your body. Let yourself settle in. Take 2–3 more deep breaths. 
  8. Now, bring your attention to the sensation of your breath. Notice the air entering through your nose or mouth, filling your lungs. Feel where the sensations of your breath are most clearly felt — at or in your nose, chest, or belly. As you breathe, imagine the natural process that makes your breath possible. The oxygen you inhale comes from trees and plants, connecting you to the natural world. With every breath out, you give carbon dioxide back to the trees. This quiet exchange reminds you of your deep connection with the environment. Reminds us of the interdependence we have with nature. Giving and taking. 
  9. If your mind starts to wander, that’s okay. Gently guide your attention back to your breath each time. No need to judge—just return to the simple act of breathing.
  10. As you inhale, imagine calmness filling your body. As you exhale, let go of any stress. Feel how you and nature are part of a cycle of giving and receiving, sharing the air we breathe. Sharing this planet as a whole family.
  11. Now, as we breathe together, notice other sensations in your body. Can you feel your clothes against your skin, or the gentle rhythm of your heartbeat? Simply observe these feelings, moment by moment. 
  12. Let’s continue for a few more moments, allowing the breath to connect us to the natural world. Also notice how your thoughts, your feelings and your bodily sensations are interconnected.
  13. Now, slowly begin to bring your awareness back to the room. Wiggle your fingers and toes, stretch if you’d like, and open your eyes when ready.
  14. Take a brief moment to remember that the same air that sustains you also sustains everything around you. We are all connected through this breath.

You can return to this simple breathing practice anytime you need to feel calm, grounded, or connected to the world around you.

 

For small children
For younger children, the practice can be adjusted to be shorter, and using imagination can be helpful. For example, imagine the belly as a balloon that expands when inhaling and contracts when exhaling. You could also invite them to place a small object or a book on their belly and watch it rise and fall with their breath. Using a singing bowl can also help; ask the children to focus on their breath as long as the bowl sings, and whoever notices the sound fading can raise their arm. These visual or sound elements make the experience more concrete and enjoyable for children. Or be a “nose-scientist” exploring where exactly the inbreath touches the nose.

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

The above meditation was created in cooperation between the Inner Green Deal gGmbh, Lund University Centre for Sustainability Studies (LUCSUS) and its Contemplative Sustainable Futures Program. They are based on practices from the Mindfulness-Based Sustainable Transformation program, diverse Climate Leadership programs (e.g., developed for the European Commission, The UNDP Conscious Food Systems Alliance and the Inner Development Goals Initiative) as well as work with the Awaris GmbH and their resilience program.

 An overview of scientific research, policy reports, pod-casts and presentations on contemplative practices, mindfulness and sustainability can be found here:

  • https://www.contemplative-sustainable-futures.com/general-3-1

For related practices check also:

Download the Activity Card here

Activity 1.3.2. Soothing body movements

Overview 

A series of simple movements that can be made by learners when they feel anxiety, distress or overwhelm because of climate change. 

 

Curriculum linkage

Arts, Physical Education & Health, and as an exercise that can be practiced in any class where climate change is discussed. 

 

Competences built

Emotional regulation 

 

Basic info

  • Age range: 7+
  • Duration: 5 – 10 minutes
  • Group size: Open
  • Level of difficulty: Basic
  • Materials/space required: na
  • Location: Classroom 
  • Engagement of external stakeholders: No

 

Prep Work

Practicing the exercise beforehand to anticipate any of the difficulties that could arise for a specific group 

 

Competences/activities to practice first by the teacher: 

Breathing exercises (1.3.1)

 

Steps  in the activity 

  1. Try out in class
    • Butterfly Hug Technique 
    • Shake, Stretch, Soothe 
  2. New Habits 

 

Level 1: Try out in class

Butterfly Hug Technique 

Steps

Guide learners through the following Butterfly Hug technique, by using the script below:

  1. Let’s begin by finding a comfortable seated position. Allow your body to relax, and when you’re ready,  close your eyes or keep them softly focused on a spot on the ground in front of you.
  2. Now, cross your arms over your chest, with the tips of your fingers pointing toward the sky. Let your hands rest comfortably where they naturally fall, feeling the rise of your collarbones beneath them.
  3. Next, hook your thumbs together, creating the body of a butterfly with your hands and fingers forming its wings. Your two hands together are the butterfly. 
  4. As you keep your butterfly resting on your chest, begin to lift each wing one at a time. Let the hand that represents the right wing rise and fall, followed by the hand representing the left wing rising and falling. Right, left, right, left. Feel the tips of your wings tapping lightly against your collarbones, with each movement a reminder of the delicate balance between effort and ease.
  5. Continue this gentle tapping, allowing your wings to move freely and effortlessly. As you do, bring your attention to your breath. Inhale deeply, filling your belly with a calm, nourishing breath. Exhale slowly, allowing your belly to soften and empty completely.
  6. Repeat this breath for five or six cycles, keeping your movements soft and rhythmic. With each breath, allow yourself to sink deeper into relaxation, feeling the peaceful rhythm of your wings and breath working together.
  7. Now, as your butterfly wings continue to tap softly, let your mind drift to a place where you feel completely relaxed and safe. It could be a real place you’ve visited or a place from your imagination. Picture this special place vividly in your mind.
  8. What does it look like? What sounds do you hear? What can you smell or feel around you? Allow yourself to fully immerse in this place, exploring it with all your senses. You are free to do whatever you feel like in this safe space—rest, play, or simply be.
  9. For the next few minutes, let yourself enjoy this time in your special place, feeling the comfort and safety it offers. Keep your butterfly wings gently tapping, anchoring you to this serene and peaceful state.
  10. As your time in this place comes to a close, allow your butterfly wings to rest. Let your arms slowly come down by your sides. When you feel ready, softly open your eyes, bringing yourself back to the room.
  11. Take a moment to notice how you feel, carrying the peace of your safe place with you. 

Shake, stretch, soothe 

Steps

This simple series of movements can be practiced by teachers and learners alike to self-regulate. The series includes the following steps: 

 

  1. Invite your learners to stand up and shake their body in whatever way feels comfortable. It is good if you do the exercise with them. You can shake your hands, arms, upper body, lower body and legs, separately or together. Feel free to add any sound that feels good while shaking in the moment. Shaking allows the stress to move through your body, and your body to relax. Do these movements for one to two minutes and pause. 
  2. Following the shaking exercise, invite your learners to stretch with you. Stretch as you would do when waking up in the morning. Feel free to yawn as you stretch. Stretching gives a direct message to your nervous system that you are safe, while stress makes us constrict ourselves. Do these movements for one to two minutes and pause. 
  3. After stretching, invite your learners to undertake some soothing movements with you. Soothing movements can include stroking one’s upper arms rhythmically with our arms crossed, or oscillating from the left foot to the right foot for a few minutes. Do these movements for one to two minutes and pause. 
  4. Invite learners to take a minute to feel the calmness and relaxation they have invited to their body thanks to the exercise. 

 

Level 2: New habits

Invite learners to keep practicing the Butterfly Hug technique when they feel stressed, distressed or overwhelmed.  


Adaptations

If your learners are unable to do or uncomfortable doing the Butterfly Hug technique, they can practice another breathing technique (1.3.1) or be invited to move freely, including outside. 

For instance using a swing and feeling gravity and the woosh of air against the body can be highly regulating for some children and youth, including neurodivergent individuals. Allowing guilt-free / shame-free access to playgrounds, outside of the classroom to „run off“ an emotional moment instead of being told to sit still till recess are a huge part of the support needed by neurodivergent children.

 

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 introduces the Butterfly Hug of Leslie Davenport, as well as the shake, stretch and soothe movement series designed by Jo Mc Andrews of the Climate Psychology Alliance, which were adapted by One Resilient Earth. 

Davenport, L. (2021.). All the Feelings Under the Sun: How to Deal with Climate Change. Magination Press. https://lesliedavenport.com/books-articles/

 

Download the Activity Card here

Activity 1.3.3. Contemplative practices

Overview 

This tool can provide practical ways to address overwhelm, stress and anxiety for an individual or a group, either preemptively or when they arise. Most of the suggested activities will be most effective if practiced on a regular basis, as they help expand our own window of tolerance to multiple emotions over time. All activities can be done in groups or individually. As a teacher, you may want to practice them regularly so as to help you regulate your emotions. Once you know the activities well, it will also be easier for you to judge which activities to suggest to your students when a need arises.

 

Curriculum linkage

Civics & Social Studies, Physical Education & Health.

 

Competences built

Emotional regulation, self-compassion, compassion, presence 

 

Basic info

  • Age range: 6+ 
  • Duration: From 10 minutes to 1-2 hours. Regularity matters.
  • Group size: Any group size works
  • Level of difficulty: Basic to advanced
  • Materials/space required: Something to eat for the ‘eating with care’ option.
  • Location: The walking can be done outdoors
  • Engagement of external stakeholders: Not necessarily. 

Mindfulness practitioners could be invited to lead some mindfulness practices.

 

 

Prep Work

Prepare by practicing yourself regularly.

 

Competences/activities to practice first by the teacher: 

General understanding of our inner lives and how they relate to outer action. 

 

Options in the activity 

  1. Walking on the earth
  2. Eating with care

 

Option 1: Walking on the earth

Walking: Usually in our daily life we walk because we want to go somewhere. Walking is only a means to an end, and that is why we do not enjoy every step we take. In this exercise we do it differently. Walking is only for walking and for enjoying the wonders of life. You enjoy every step you take. 

Possible instructions:

  1. Please stand and find a bit of space around you. You may stand in nature or in a city or just simply in a room. 
  2. Stand with your feet flat on the ground, allowing your body to be relaxed but upright. 
  3. Notice the feeling of your feet connecting to the ground. Can you feel the ground supporting you? 
  4. Feel the connection to the earth beneath you, the soil that sustains all life. Which parts of each foot are in contact with the ground? Take a moment to explore this, whether you are indoors or outdoors.
  5. Now, you are going to walk slowly—much slower than usual. You’re not trying to get anywhere. There’s nowhere to go, nothing to do. You are just walking to feel and sense each step. Instead of rushing through life, become aware of each movement, of the earth meeting you with every step.
  6. Start by lifting one foot. Notice how your weight shifts to the other leg as your foot lifts off the ground. As you move your foot forward, feel how it travels through the air. Then, let it touch down gently. Which part of your foot touches the ground first in your experience, and how does the movement travel through your foot? Which part touches the ground last? Notice how, with each step, you connect to the soil that gives life to trees, plants, and all living things.
  7. Continue walking this way, step by step, paying attention to all the small movements in your legs and feet. Notice the muscles working, the way your balance shifts, and even the sensation of your clothes moving with your body. If your thoughts wander, that’s perfectly fine. Just gently bring your attention back to your feet and the simple act of walking. It doesn’t matter how often your mind wanders; what matters is coming back each time, feeling the grounding presence of the earth beneath you. 
  8. Be aware of how, with each step, you touch the earth. Feel the connection between your body and the ground. Be aware how your feet make with each step a very gentle contact with the earth. Appreciate how gravity keeps you in contact with the earth, anchoring you in the present moment. The earth gives us a stable foundation, reminding us of the natural cycles we are a part of.
  9. Take a few moments to notice other sensations. Can you feel a breeze on your skin or hear the sound of your footsteps? Maybe you’re in nature and can smell the fresh air or hear the songs of birds. Open up all your senses, while still keeping part of your attention on your feet touching the ground. Notice how nature engages all your senses, inviting you to slow down and truly experience each moment. Let’s walk this way for a few more moments, enjoying the feeling of each step and the presence of the natural world around you.
  10. Now, slow down even further and come to a complete stop. Close your eyes once more and take a moment to fully sense your body and your emotional state. Feel the steady, grounding connection to the earth beneath you. Imagine for a moment that your feet have roots reaching deep into the soil, providing you with stability and strength.
  11. When you’re ready, return to where you started and bring your attention back to the outer world. Slowly open your eyes and take a moment to look around. Can you still feel that connection to the ground beneath you? Has your perception changed, if at all? Notice the interdependence between you, the earth, and all living things around you.

 

Remember, you can walk like this whenever you need to feel more present, grounded, or connected to the natural world. You can also choose 2 or 3 occasions each day when you pay attention to your walking, using each step as an opportunity to reconnect with the earth beneath you.

 

For small children
For younger children, you could turn this into a „slow-motion“ practice. Ask them to move in slow motion, like astronauts on the moon or divers underwater. Alternatively, add a fun element by inviting them to imagine they’re leaving footprints in the sand or snow with each step and describing what kind of footprints they’re leaving behind. You could also use colored paint and large white paper, letting the children walk slowly on the paper to see their color footsteps and the path they’ve made. Or let them walk side by side and no one is allowed to be faster than the other.

Option 2: Eating with care

Eating: Multitasking and eating is a recipe for not being able to listen deeply to our body’s needs and wants and seeing our interconnectedness. We have all had the experience of going to the movies with our bag full of popcorn, and before it is over, we are asking who ate all of our popcorn. However, eating can be a form of meditation—peaceful, nourishing, and grounding. It can become a meaningful habit in your daily life, helping you cultivate a deeper connection to the food you eat. Too often, we eat on autopilot, barely noticing the flavors or the act of eating itself. Mindful eating invites us to bring full awareness to this simple yet profound act and to increase understanding on the interlinkages between our diets, climate change and associated challenges, such as inequality and poverty.

 

Possible instructions: 

  1. Take a moment to simply become aware of your body. How are you sitting? Settle in, and take 2 to 3 deep breaths, letting go of any unnecessary tension in your body.
  2. Now, take a small piece of food—something like a raisin, a piece of chocolate, a small piece of fruit, or a single forkful or spoonful of your meal. Start by holding it in your hand and looking closely. What do you see? Notice the color, shape, and texture.
  3. Pause for a moment to consider where this food came from. It didn’t just appear in your hand; there is a whole journey behind it. Think of the natural elements that contributed—the soil that nourished the plant, the sunlight that helped it grow, and the rain that gave it water. Reflect on the many hands involved in bringing this food to you—farmers, workers, transporters, and shopkeepers. Each step along the way was necessary for this food to reach you, from the fields to your plate. 
  4. Now, bring the piece of food up to your nose and take a slow, deep breath in. What does it smell like? Do any memories or thoughts come to mind related to that smell? It’s okay to be curious. Notice if this scent evokes a sense of gratitude for the effort and natural processes that brought this food to you. Consider the web of life that made it possible, from the living soil to the human hands that harvested and prepared it.
  5. Next, slowly place the food in your mouth, but don’t chew it just yet. Notice how it feels on your tongue. Is it cool, warm, soft, or hard? Now, begin to chew very slowly. Notice the flavors that start to emerge. Do they change as you continue chewing? Try to detect every small detail about the taste and texture. Think of the layers of nature’s work and human care that went into creating these flavors.
    As you keep chewing, see if you can notice the moment when you feel ready to swallow. When you’re ready, swallow the food slowly, and pay attention to the sensation as it moves down your throat. Observe your breath as you swallow. Take a moment to notice how your body feels afterward. Does your mouth feel different? How about your tongue? Do you notice any aftertaste? Were you able to follow the path of the food as it traveled downward in your body, nourishing you?
  6. Take a moment to once again feel gratitude for this food. Appreciate the earth, the sun, the rain, and the countless people who helped bring this nourishment to your hand. Often, we eat without being aware of all the effort and natural forces that went into providing us with sustenance. Let this moment be a chance to honor that effort and to acknowledge your connection to the cycle of nature that sustains us all. Also reflect on how this food relates to your environment and the. resources that might have been needed to produce and bring it to you.
  7. Take the next piece of food and repeat the entire process. Relax. There is nowhere to go, nothing to do—just be fully aware of how and what you are eating. Slow down, and let this be an opportunity to reconnect with the earth, to feel the presence of the natural world in each bite, and to appreciate the living web that nourishes you.

You can practice this kind of mindful eating anytime, even if it’s just for a few bites of your meal. It helps you stay connected to your body, the food, and the world around you, making the experience of eating more intentional, enjoyable, and meaningful. By being fully present, you not only nourish your body but also deepen your connection to life itself.

 

For smaller children
For children, you can invite them to be a „food scientist,“ trying to uncover all the „mysteries“ of the food. You can also use sound, allowing them to chew for as long as they hear the sound. Encourage them to place the fork or spoon on the table while chewing, and only pick it up again once they have swallowed the food. Ask them to share their experiences after the exercise, fostering a sense of curiosity and playfulness. Alternatively, after swallowing, you can ask them to count to ten aloud before taking the next bite.

Please note that practices such as mindful breathing, eating, or walking, should be included as part of a daily/weekly routine/ self-care plan by learners to ensure that their emotional and mental health is enhanced and/or cared for on a continuous basis.

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

The above meditations were created in cooperation between the Inner Green Deal gGmbh, Lund University Centre for Sustainability Studies (LUCSUS) and its Contemplative Sustainable Futures Program. They are based on practices from the Mindfulness-Based Sustainable Transformation program, diverse Climate Leadership programs (e.g., developed for the European Commission, The UNDP Conscious Food Systems Alliance and the Inner Development Goals Initiative) as well as work with the Awaris GmbH and their resilience program.

 

An overview of scientific research, policy reports, pod-casts and presentations on contemplative practices, mindfulness and sustainability can be found here:

  • https://www.contemplative-sustainable-futures.com/general-3-1

 For related practices check also:

Download the Activity Card here