Eco-emotions in children and adolescents: A rapid review of the qualitative literature

The global environmental crisis, driven by climate change and environmental degradation (CCED), profoundly impacts the mental and emotional well-being of children and adolescents. This is of concern as children and adolescents are likely to have disproportionate and long-term CCED-related mental health impacts due to their developmental stage, limited influence over environmental decision-making, and long-term exposure to CCED impacts. Recent research has increasingly sought to understand the psychological impacts of emotions related to the awareness of CCED, referred to as eco-emotions. However, much of this research has focused predominantly on fear and anxiety, commonly termed climate- and eco-anxiety. To address the gap in understanding the broader spectrum of eco-emotions experienced by children and adolescent, a rapid review of qualitative literature was conducted. This rapid review searched six electronic databases and synthesized findings from 48 qualitative and mixed methods studies. Across many studies, emotions such as worry, fear, anxiety, and anger were reported by participants. Sadness, grief, powerlessness, and helplessness were also found in some studies. While the eco-emotions experienced were predominantly found to be negative, eco-emotions such as hope, optimism, and happiness were also observed, particularly among those participating in CCED-focused programming (e.g., educational initiatives, community-based environmental projects, or programs explicitly addressing eco-emotions). Apathy toward CCED was noted in some cases and was often linked to perceptions about its relevance or perceived immunity to its impacts. Some studies reported on deleterious mental health and well-being impacts related to negative eco-emotions. Methods of coping with eco-emotions were also extracted and synthesized. Children and adolescents reported the use of problem-focused and emotion-focused coping strategies, such as engagement in pro-environmental behaviours and connecting with friends and family for support. In a small number of studies, meaning-focused strategies such as positive reframing of the global environmental crisis were also noted. Findings from this review highlight the need for eco-emotions research beyond climate- and eco-anxiety and underscore the importance of tailored CCED-programming to support children and adolescents experiencing negative eco-emotions.