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I want to talk about climate change, but I wish I didn’t have to: A descriptive qualitative study of an intervention combining creative arts and philosophical inquiry to help elementary school students cope with climate change emotions

Crossref DOI link: https://doi.org/10.1186/s40359-025-03589-w

Published Online: 2025-12-08

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Léger-Goodes, Terra

Herba, Catherine M.

Piché, Jasmine

Smith, Jonathan

Éthier, Marc-André

Lefrançois, David

Malboeuf-Hurtubise, Catherine
Funding

Funding for this research was provided by:

Social Sciences and Humanities Research Council of Canada (767-2023-1376)

Social Science and Humanities Research Council (SSHRC) of Canada Insight grant
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Text and Data Mining valid from 2025-12-08

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Article History

Received: 17 January 2025

Accepted: 17 October 2025

First Online: 8 December 2025

Declarations

:

: The present study was approved by Bishop’s University Research Ethics Board on January 1 st, 2023 (File no. 102683) and all experiments were performed in accordance with relevant guidelines and regulations. Fully informed consent was first obtained from the teachers who agreed that the intervention was conducted in their classroom and agreed to participate in the online interviews. Informed consent was also obtained through a consent form sent to parents, who had to sign for their children. The informed assent of the children was obtained verbally during the first workshop and before the individual interviews. They were clearly informed that it was their right to participate or not and that this would have no impact academically.

: Not Applicable.

: The authors declare no competing interests.

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