Page 153 - GHES-2-3

Global Health Economics and
Sustainability
Parenting in a changing climate

These findings indicate that parents who had studied to adverse psychological effects of climate change anxiety
a “degree level or above” ranked higher in “climate change (Ojala & Bengtsson, 2019). Non-hierarchical organization
anxiety” and the specific category “experiences of climate of collective climate action has shown promising findings
change.” This is supported by Niedzwiedz & Katikireddi in building intergenerational agency and efficacy while
(2023), who reported that those with higher tertiary addressing climate change (Gallay et al., 2022). Such action
education are more likely to experience concerns. However, should be facilitated at all levels of urban governance in
this variable is largely absent from current publications; a manner that does not introduce or exacerbate systemic
instead, the focus is specifically on the correlation between disadvantage to any population (Cianconi et al., 2023).
environmental education and the increase in climate change Arguably, the most important finding highlighted in
anxiety (Asgarizadeh et al., 2023; Daeninck et al., 2023). this study is that parents ranked significantly higher in
University graduates have been identified as a group more climate change anxiety and scale categories, whether they
likely to engage in learning (Hall et al., 2023). Therefore, it report their child/children talking about climate change,
could be that they are more aware of global issues impacted engage in eco-friendly and pro-environmentally friendly
by climate change and, thus, more susceptible to climate behavior or worry about climate change. In reverse, this
change anxiety. However, the original scale development also indicates that families who are less concerned with
and validation (Clayton & Karazsia, 2020; Wullenkord climate change are less likely to engage in eco-behaviors.
et al., 2021) found no significant differences associated with While this approach will lower their susceptibility to
education, which, combined with the apparent paucity of climate change anxiety, it will, in turn, restrict their
data on this variable, presents an interesting finding that potential to reduce household environmental impacts as
warrants further investigation. well as their influence on the actions and outlook of their

An individual’s personality, age, and where they live children, a role Corner et al. (2015) identified for parents.
can influence the degree to which they experience climate Cordero et al. (2020) highlight that receiving appropriate
change anxiety (Clayton, 2020). Young adults (Wu et al., climate change education facilitates pro-environmental
2020), farming communities, and those living in areas behaviors. Therefore, developing climate literacy by
directly impacted by climate change-induced weather educating parents could encourage them to make pro-
events are particularly susceptible (Cunsolo et al., 2020). environmental decisions and have long-term benefits for
Those with knowledge about climate change (Asgarizadeh their children as well as local communities and society.
et al., 2023), engaging in eco-behaviors (Lukacs et al., However, the findings highlight that UK families who
2023), studying environmental topics (Daeninck et al., are currently experiencing the impact of climate change
2023), and those who feel an affinity with nature (Coffey and are engaging in eco-behaviors require psychological
et al., 2021) have also been found to be more likely to support. Understanding climate change and its impact
experience climate anxiety. can be a challenge, even for those comfortable with their
knowledge. However, for parents or guardians, there is an
Although there was no overall difference in climate
change anxiety for parents living in different areas, those additional responsibility to alleviate the significant impact
who live in inner-city areas were found to report higher of climate change on future generations.
experiences of climate change. This aligns with the review The findings here also link with wider literature
by Cianconi et al. (2023), who state that communities are suggesting that those who know about climate change
more vulnerable to the impacts of climate change in urban are more likely to be impacted by it (Jackson et al., 2023),
spaces, which in turn adversely affect mental health. Such highlighting the importance of parents seeking help
vulnerability may be influenced by exposure to climate for their mental health and climate change education.
change-related civic schemes recently enacted in cities A World Health Organization-UNICEF-Lancet
that are highly salient to urban residents’ experiences, Commission recommended coalitions across sectors
such as flood defenses (Oubennaceur et al., 2022), clean to overcome commercial and environmental pressures
air zones (Sarmiento et al., 2023), and rewilding of green on children (Clark et al., 2020). Earlier education, not
spaces (Root-Bernstein, 2022). Since avoidance of such only about mental health and the environment but also
exposure is not feasible, recommendations for coping with about housing, energy, agriculture, and transport, was
the negative effects of climate change anxiety draw on particularly helpful in protecting their mental health. In
recent empirical findings that indicate collective climate these education opportunities, it is advisable that parents
activism reduces anxiety and depression (Schwartz et al., clarify what children can do about climate change (Murthy,
2023). Joining collective climate efforts fosters meaning- 2022), identify positive climate change actions that can
focused coping, which is shown to protect against the improve children’s mental health (Trott, 2022), and

Volume 2 Issue 3 (2024) 6 https://doi.org/10.36922/ghes.3172