Short abstract

This study investigates the emotional challenges teachers face in addressing climate change, focusing on how their professional roles and interactions with students, parents, and the school system influence their experiences of eco-anxiety.

Long abstract

This study investigates the emotional challenges teachers face in addressing climate change, focusing on how their professional roles and interactions with students, parents, and the school system influence their experiences of eco-anxiety. Using Panu Pihkala’s (2022) “Process Model” and Marja Ojala’s (2022) “Critical Emotional Awareness (CEA)” framework, the research examines the causes of teachers’ eco-anxiety and the strategies they use to cope. The findings show that teachers feel eco-anxiety not only when students express concern about climate change but also when students appear indifferent, creating a significant emotional burden. Younger teachers, especially those in their 20s, report higher levels of hopelessness, while older teachers with more experience tend to express greater hopefulness and concern. Parental influence and limited institutional support further complicate the issue, leaving teachers feeling constrained in their efforts to promote sustainable behaviours and lacking opportunities to share their concerns with colleagues. Teachers suggest practical solutions, such as sustainability audits, targeted training, and access to mental health resources faster than what the current system provides to address these challenges. The study highlights the need for comprehensive support systems that combine action-oriented coping, emotional regulation, and systemic changes to help teachers manage eco-anxiety effectively. Future research should explore the long-term effects of eco-anxiety on teachers’ well-being, evaluate the impact of specific interventions, and examine how institutional policies can create more supportive environments for educators.