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The CLARITY Toolbox

Young learners often feel overwhelmed by climate news before they have the tools to cope.

The CLARITY Toolbox guides educators to nurture emotional resilience, imagination, connection and collective action — one practical activity at a time. Read more in our introduction:

Introduction to the toolbox

Introduction to the Toolbox

Climate education for children and youth is at a turning point. Learners often see charts of rising CO₂ and hear stories of loss and damage long before they master the skills to regulate their emotions or picture a regenerative future. This leads to rising climate anxiety, and feelings of helplessness. 

 The CLARITY project—Transformative Climate Resilience Education for Children and Youth: From Climate Anxiety to Resilience, Creativity, Connection & Regeneration—was created to close this gap by placing emotional wellbeing, imagination, and collective agency at the heart of learning.

This toolbox is CLARITY’s practical response. Grounded in the CLARITY Competence Framework for Transformative Climate Resilience Education, it offers ready‑to‑use activities that integrate different disciplines like psychology, arts, and science, helping educators nurture emotional resilience alongside transformative knowledge and skills.

Every tool and activity card is a seed: a compact, adaptable idea ready to germinate in diverse soils—urban schools, youth clubs, universities, forest classrooms, after‑school programmes. Educators are invited to plant, tend, and cross‑pollinate these seeds, adapting them to their local context.

Why use this toolbox?

  • Your climate compass: Keeps any subject—science, language, art or outdoor learning—pointed toward four concrete objectives: Connection, Creativity, Resilience and Regeneration.
  • Head–heart–hands approach: Combines ecological knowledge, creative expression and emotional skills so learners’ thoughts, feelings and actions reinforce one another.
  • Trauma‑informed & regeneration‑driven: Helps learners navigate climate emotions and trauma while nurturing resilience and regenerative thinking through collective action.
  • Ready when you are: Cards range from 10‑minute sparks to multi‑lesson or longer projects; some need zero prep, others significant prep work thanks to background resources for deeper dives.

How to Use the Toolbox: Building Competence Over Time

This toolbox is designed to support transformative climate resilience education—but it’s not about ticking off activities. To truly build competences like empathy, systems thinking, or emotional regulation, we need to go deeper.

One activity ≠ one competence

Single activities are great entry points. A gratitude journal might spark self-awareness. A future game might ignite imagination. But these one-time moments don’t build competence on their own. Competences—like the ability to collaborate, care for ecosystems, or regulate climate emotions—develop through repeated, layered experiences over time.

Competence builds across time and tools

Competences are not built in a single moment. Instead, they develop across multiple activities, tools, and reflections, sometimes over weeks, months, and years. Think of each activity as a building block.

Some tools can (and should!) be used more than once. For example, “Inner Climate Journaling” or “Sit Spot” practices can be revisited weekly or seasonally. The repetition helps learners notice change, deepen reflection, and track their personal growth. Each time they return, they bring new insight. The key is to keep returning to core practices, expanding them, and linking them to learners’ real lives, values, and emotions.

Sequence tools intentionally

The toolbox works best when tools are connected into meaningful sequences. For example, you might start with nature connection (Tool 2.4), move into value exploration (Tool 3.5), open up to future visioning (Tool 4.1), then take action (Tool 5.2), all of it while creating space for emotional literacy and regulation (Tool 1.2 and 1.3) at regular intervals. Sequencing creates coherence and supports deeper learning.

Some examples of learning journeys through the CLARITY Toolbox: 

Example A:

  1. Climate Emotions Wheel (1.1.1) surfaces feelings before starting.
  2. Slow Walk in Nature (2.4.1) ignites sensory wonder.
  3. Gratitude Journal (2.1.2) anchors positive attention after each outing.
  4. Giving a Voice to Plants (3.1.2) deepens empathy by personifying local flora.
  5. Art Made of Trash (5.4.1) turns found litter into a collective artwork that celebrates nature.

Example B: 

  1. Climate Circle/Café (1.3.1) builds trust and recognises shared concerns.
  2. Active Listening (3.3.1) practises respectful dialogue.
  3. Envisioning the Most Beautiful Future (4.2.1) opens collective imagination.
  4. Local Cartographies (5.2.2) maps community assets and risks.
  5. Supporting Local Climate‑Resilience Actions (5.2.3) designs and implements one small intervention.
  6. Reflection Circle with Inner Climate Journalling (2.1.1) links feelings with outcomes.

Example C: 

  • Active listening (3.3.1) to introduce learners to listening practices 
  • Deep listening to others (3.3.2) to dive deeper into transformative listening practices 
  • Listening to recorded stories narrated by Indigenous Peoples (3.2.1) to further practice listening skills while exploring different value systems 
  • Exploring arts or cultural heritage of Indigenous Peoples (3.2.3) to dive deeper into the cosmologies and/or the systemic harm that Indigenous Peoples experience while protecting and regenerating nature 

Important note: Throughout the learning journeys, either during activities or in-between steps, it is critical to introduce tools and activities that support the learners’ emotional regulation (1.2., 1.3., 1.4.). Beforehand, teachers also need to learn how to foster a trauma-informed learning space (5.1.), including by establishing a culture of care and safety (5.1.1) among their learners. 

Reflect and revisit

To support competence development, encourage students to reflect regularly, for example, through journaling, group circles, or creative expression. Use reflection to connect past experiences to new ones. Competences like emotional literacy, active hope, or regenerative thinking become visible when learners can name, apply, and adapt them in new contexts.

An open invitation

Education can either deepen despair or seed regeneration. By using and sharing these tools, you join a growing community of educators helping young people shift from experiencing climate anxiety to growing climate-resilient, creative, and regenerative futures. Let’s co‑create the learning spaces that a thriving planet urgently deserves!

The structure of the toolbox

The structure of the toolbox

Learners greeting a horse, inviting the horse to voluntarily come over to them. Photo: Marte Maurabakken/Climate Creativity.
Learners greeting a horse, inviting the horse to voluntarily come over to them. Photo: Marte Maurabakken/Climate Creativity.

The CLARITY Toolbox

Filter activities

  • Creating a culture of safety and care

    Creating a culture of safety and care

    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…

    Activity number:

    1.1.1

  • Quick self-regulation techniques for teachers

    Quick self-regulation techniques for teachers

    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…

    Activity number:

    1.1.2

  • Helpful scripts to support learners

    Helpful scripts to support learners

    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…

    Activity number:

    1.1.3

  • Climate emotions wheel

    Climate emotions wheel

    Getting to know the variety of emotions presented on the wheel can help learners and teachers put words on the emotions that are being expressed individually and in groups. The…

    Activity number:

    1.2.1

  • Emotions checks

    Emotions checks

    Daily emotional check-ins provide consistency, helping teachers establish a routine and integrate emotional literacy, fluency and care into everyday practice. This practice can be challenging at first, if you are…

    Activity number:

    1.2.2

  • Climate emotions symbols

    Climate emotions symbols

    This artistic practice helps explore climate emotions by drawing symbols of our emotions related to climate change on a piece of paper or on the back of a fellow learner,…

    Activity number:

    1.2.3

  • Climate emotions embodiments

    Climate emotions embodiments

    This group practice consists in embodying emotions associated with climate change through a posture and/or a movement. This practice can help express the emotions for which we have no words,…

    Activity number:

    1.2.4

  • Breathing

    Breathing

    Practices such as mindful breathing, eating, or walking, are most helpful as part of a daily or weekly routine for self-care to nurture emotional and mental health and wellbeing. All…

    Activity number:

    1.3.1

  • Soothing body movements

    Soothing body movements

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

    Activity number:

    1.3.2

  • Contemplative practices

    Contemplative practices

    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…

    Activity number:

    1.3.3

  • Climate circles/cafes

    Climate circles/cafes

    A climate circle or climate cafe is an opportunity for people to come together and share about the emotions they feel in relation to climate change, in a supportive setting…

    Activity number:

    1.4.1

  • Creative practices

    Creative practices

    Creative practices can help express, explore and dive deeper into climate emotions. Such creative practices include writing short poems like Haikus or Cinquains, drawing, painting or using clay. They can…

    Activity number:

    1.4.2

  • Grief practices

    Grief practices

    This activity consists in researching, exploring and possibly engaging in local (ancient) grief practices to deal with the grief associated with the impacts of climate change and environmental degradation. This…

    Activity number:

    1.4.3

  • Journalling on how we are

    Journalling on how we are

    Accepting our feelings is linked to better psychological health, improved moods and reduced anxiety. Actively inhibiting negative emotions takes a considerable effort, stressing the body and mind. Confronting emotions can…

    Activity number:

    2.1.1

  • Gratitude journal

    Gratitude journal

    Gratitude journalling both regulates the sympathetic nervous system that activates our anxiety responses at the neurobiological level, and conditions the brain towards more positive thoughts at the psychological level. Therefore,…

    Activity number:

    2.1.2

  • Listening to stories from older generations

    Listening to stories from older generations

    Learners ask parents, grandparents and/or other community members how they first connected to nature as children and how they connect with nature today. This activity can strengthen the social bonds…

    Activity number:

    2.2.1

  • Tell your climate connection story

    Tell your climate connection story

    This activity will help learners write a personal story of connection to nature and to climate change. In their personal story, learners can include elements such as their memories, sensations,…

    Activity number:

    2.2.2

  • Observe and research animals

    Observe and research animals

    Overview Basic Info Curriculum linkage Competences built Prep Steps in the activity Step 1: Find, choose and observe a species/group of animals Step 2: Describing the animals’ movements and trying…

    Activity number:

    2.3.1

  • Move and feel like an animal

    Move and feel like an animal

    Explore emotions and perspectives through moving like different animals. Humans have been imitating animals for thousands of years for many different reasons. This includes to understand the animal they are…

    Activity number:

    2.3.2

  • Walk and talk with animals

    Walk and talk with animals

    How can we be authentic while communicating and establishing trust together with another animal? This activity is designed for 1-2 learners per animal, and requires friendly, safe and ethically trained…

    Activity number:

    2.3.3

  • Slow walk in nature

    Slow walk in nature

    This activity invites learners to walk slowly and mindfully through a natural space, focusing on their breath and sensory awareness. By moving at a gentle pace and tuning into their…

    Activity number:

    2.4.1

  • Sit spot practice

    Sit spot practice

    The Sit Spot practice is a powerful tool for fostering connection to nature in learners. It involves spending quiet, intentional time in nature, observing the environment, and reflecting on the…

    Activity number:

    2.4.2

  • Nature adventures

    Nature adventures

    “Nature Adventures” is a flexible outdoor activity that invites learners to explore, observe, and connect with nature through various guided or self-directed experiences. Whether it is a hike through the…

    Activity number:

    2.4.3

  • Flying kites

    Flying kites

    Make a sustainable kite as a way to explore sustainable materials, incorporate movement and fun, reflect on how wind patterns are impacted by climate change, and learn practical skills involving…

    Activity number:

    2.4.4

  • Nature-based art

    Nature-based art

    This activity focuses on using natural material and landscapes as mediums for artistic expression, connecting people with the environment through creative endeavors. Examples of nature-based art include creating a nature-based…

    Activity number:

    2.4.5

  • Council of all beings

    Council of all beings

    The Council of All Beings serves as a powerful tool for environmental education, personal transformation, and community building. It helps people recognize their interconnectedness with nature and fosters a sense…

    Activity number:

    3.1.1

  • Giving a voice to plants

    Giving a voice to plants

    Each learner brings a plant or a mushroom with them when discussing certain topics with the group. The learner can speak in the name of the plant or mushroom, as…

    Activity number:

    3.1.2

  • Listening to recorded stories narrated by Indigenous Peoples

    Listening to recorded stories narrated by Indigenous Peoples

    This activity involves listening to life stories narrated by Indigenous Peoples. Those could be stories of daily practices of taking care of the Earth, accounts of their history and or…

    Activity number:

    3.2.1

  • Taking part in a conversation with an Indigenous person

    Taking part in a conversation with an Indigenous person

    If the conversation is facilitated in ethical ways based on free, prior and informed consent, a direct dialogue can help better understand Indigenous knowledge systems and practices, and build some…

    Activity number:

    3.2.2

  • Learning through arts or cultural heritage

    Learning through arts or cultural heritage

    Exploring the arts or cultural heritage of Indigenous Peoples can help better understand the variety of relationships to oneself, others and nature among different Indigenous Peoples, and tie them to…

    Activity number:

    3.2.3

  • Listening to the Land: Exploring your own roots

    Listening to the Land: Exploring your own roots

    This activity invites learners of all ages to engage with and learn from Sámi perspectives on land, time, and identity through storytelling expressed in art and music. Through this experience,…

    Activity number:

    3.2.4

  • Active listening

    Active listening

    Active Listening is a basic skill that can be used in any kind of situation and especially to help learners appreciate different perspectives, and to talk fearlessly about facts, beliefs,…

    Activity number:

    3.3.1

  • Deep listening with others

    Deep listening with others

    Listening deeply to others is a skill that can help older learners, and teachers, to access empathy and deep levels of intuition, for instance in order to clarify questions, nourish…

    Activity number:

    3.3.2

  • Deep listening to oneself

    Deep listening to oneself

    Listening deeply to others is a skill that can help older learners, and teachers, to access empathy and deep levels of intuition, for instance in order to clarify questions, nourish…

    Activity number:

    3.3.3

  • Exploring the iceberg

    Exploring the iceberg

    The iceberg model helps to understand i) our patterns of behaviour, ii) systems and structures, and iii) the inner and cultural dimensions that underlie a given situation, such as the…

    Activity number:

    3.4.1

  • Everyday superhero – practicing your signature strength

    Everyday superhero – practicing your signature strength

    In this uplifting activity, learners explore and celebrate their personal strengths by becoming everyday superheroes. Through creative reflection, peer encouragement, and simple daily actions, they identify and practice their signature…

    Activity number:

    3.5.1

  • Exploring  your values

    Exploring  your values

    Our individual and collective values are connected, and our values impact how we perceive and respond to climate change. This tool consists in looking into shared humanity, espoused values, culture…

    Activity number:

    3.5.2

  • Finding your ikigai

    Finding your ikigai

    Ikigai is a Japanese concept, generally interpreted as what gives your life meaning or life purpose, a methodology that has become very popular in the West over the last five…

    Activity number:

    3.5.3

  • Solarpunk art explorations

    Solarpunk art explorations

    Solarpunk is an artistic and literary movement envisioning and working towards actualizing a sustainable future interconnected with nature and community. By exploring images or texts from the Solarpunk movement, learners…

    Activity number:

    4.1.1

  • A photograph of the future

    A photograph of the future

    In this activity learners are invited to reflect on the changes they hope to see in their community, using photography to symbolize these changes. This exercise can help learners have…

    Activity number:

    4.1.2

  • Exploring parallel worlds

    Exploring parallel worlds

    In this activity, learners are invited to explore how a parallel climate-resilient world might look and function. Learners will have the opportunity to experience, describe, and engage in storytelling about…

    Activity number:

    4.1.3

  • Envisioning the most beautiful future

    Envisioning the most beautiful future

    A simple exercise can be to imagine the most beautiful climate-resilient and regenerative future individually, and represent it (e.g. text, collage, drawing) before sharing it and reflecting with a group.…

    Activity number:

    4.2.1

  • Futures Literacy Labs (FLL)

    Futures Literacy Labs (FLL)

    Futures Literacy Labs (FLLs) are based on a method developed by UNESCO following a 4-step process: making desirable and probable futures explicit, re-imagining/reframing the future, asking new questions about the…

    Activity number:

    4.2.2

  • Futures Games

    Futures Games

    Different card decks or creative prompts can be used with learners of various ages (see the Resources section for more details). They introduce various scenarios of the future to play…

    Activity number:

    4.3.1

  • Improvisational storytelling

    Improvisational storytelling

    Learners collaboratively write a story about a multitude of futures, through a theatre based approach based on the 826 model. The learners start the story collectively while the teacher and…

    Activity number:

    4.3.2

  • Investigating projects contributing to resilience and regeneration

    Investigating projects contributing to resilience and regeneration

    This activity consists in researching and learning about various projects that take place locally and around the world to foster climate adaptation and resilience. Particular attention should be given to…

    Activity number:

    4.4.1

  • Drafting a guide book or manifesto

    Drafting a guide book or manifesto

    This activity builds upon new regenerative narratives (e.g. becoming a good ancestor, more-than-human politics) that are emerging in the climate change and environmental work field today. It consists in working…

    Activity number:

    4.4.2

  • Creating a school compost

    Creating a school compost

    Creating a school compost is a hands-on activity that teaches learners the importance of regenerating soil health and reducing waste. Composting turns organic waste into nutrient-rich soil, which can be…

    Activity number:

    5.1.1

  • Creating and maintaining a permaculture garden

    Creating and maintaining a permaculture garden

    A class or a group of learners comes together to create a permaculture garden on the school premises/campus or in the locality, so that learners can learn about the benefits…

    Activity number:

    5.1.2

  • Explore and support ecosystems

    Explore and support ecosystems

    This activity contributes to getting to know a specific ecosystem in the local area, and supports the taking of collective action to support/nurture that ecosystem. Knowing the local ecosystem is…

    Activity number:

    5.2.1

  • Local cartography

    Local cartography

    Cartography can help understand and visualize the climate risks inherent to a specific ecosystem and community, as well as the resources (e.g. local knowledge and expertise, as well as possible…

    Activity number:

    5.2.2

  • Supporting local climate resilience action

    Supporting local climate resilience action

    This activity can be taken up by young adults on campuses or in private/public areas with proper authorisations. They enable learners to put into practice what they have learnt about…

    Activity number:

    5.2.3

  • Creating an intergenerational garment

    Creating an intergenerational garment

    The learners are made aware of the problematic sides of fast fashion. They then approach the problem with creativity and connection by designing and sewing an intergenerational garment. The learners…

    Activity number:

    5.3.1

  • Creating learning exchanges between schools

    Creating learning exchanges between schools

    Learning exchanges can take place between schools in urban/rural areas, city centre/periphery, Global North/Global South. They can take the form of sharing personal stories, the progress of school projects to…

    Activity number:

    5.3.2

  • Art made of trash

    Art made of trash

    This activity is about cleaning a beach while having fun, tuning into the coastal environment, and reflecting on collective change. It consists in using the plastic trash you remove from…

    Activity number:

    5.4.1

  • Engaging in non-violent communication

    Engaging in non-violent communication

    This activity has been crafted to introduce learners to the concept of nonviolent communication. Nonviolent communication (NVC) is a technique that can help you and your learners discuss difficult situations…

    Activity number:

    5.4.2

  • Communicating with empathy

    Communicating with empathy

    This activity has been crafted to introduce learners to the concept of empathy, and how they can communicate with each other in an empathetic way. As part of this activity,…

    Activity number:

    5.4.3

  • The dilemma game

    The dilemma game

    When debating climate action, we are often faced with dilemmas where there are only finite resources available to achieve desired goals, and each option has far-reaching consequences. Therefore, in this…

    Activity number:

    5.4.4