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“It makes me angry. REALLY angry”: Exploring emotional responses to climate change education

Jones, Verity; Whitehouse, Sarah


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Verity Jones
Associate Professor of Education


Purpose: Climate change education and the emotional consequences this topic raises in the classroom has been largely ignored by researchers. This paper considers the emotional response to climate education in a primary classroom (age 9-10 years) in England and begins to explore the emotions that teaching about climate change may raise for both teacher, researcher and pupil. Design: Part of a long-term ethnographic project in a school in England. Analysis of c60, 9-10-year olds drawings, participant observation notes and research diaries. Limitations: This is a small study-further research with larger numbers, different ages and in different geographical regions are required with both pupils and teachers. Practical implications: This work identifies pedagogies that allow injustices children identify to be explored with emotional responses being navigated rather than ignored. Such approaches support wellbeing in the face of growing numbers of young people suffering from eco-anxiety.


Jones, V., & Whitehouse, S. (2022). “It makes me angry. REALLY angry”: Exploring emotional responses to climate change education. Journal of Social Science Education, 20(4), 93-120.

Journal Article Type Article
Acceptance Date May 31, 2021
Online Publication Date Jan 14, 2022
Publication Date Jan 14, 2022
Deposit Date Nov 9, 2021
Publicly Available Date Feb 2, 2022
Journal Journal of Social Science Education
Electronic ISSN 1618-5293
Peer Reviewed Peer Reviewed
Volume 20
Issue 4
Pages 93-120
Keywords UK, ethnography, sensitive issues, climate change, emotion, education
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