“In many ways, I have hope; in many ways, I don't”: A qualitative analysis of children’s eco-hope and eco-despair

Recent research has suggested that children may be inclined to climate change despair. This study aimed to provide children with an opportunity to reflect on climate change and the range of emotions of hope and/or despair they experience when contemplating the planet’s future. Sixteen primary school classes, ranging from years 3 to 6 in Canada and England, participated in an arts-and-philosophy-based mental health intervention. The workshop invited students to draw how they envision the world in 50 years. Following this, a philosophical inquiry was conducted, asking participants about their perceptions of the future of the planet, along with the feelings they may have on this topic. A phenomenological thematic analysis identified three overarching themes: (1) eco-hope, (2) eco-despair, and (3) interconnectedness of eco-hope and eco-despair. Participants frequently expressed feeling despair, describing concern over the worsening climate crisis, along with an enduring hope for a better future. Many articulated feelings of powerlessness in the face of environmental degradation yet remained cautiously optimistic that meaningful action would eventually be taken to improve current circumstances. These findings suggest that children should be offered developmentally adapted spaces to explore and express their emotional reactions to the climate crisis, including despair.