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Environment, Resources and Sustainability

Permanent URI for this collectionhttps://uwspace.uwaterloo.ca/handle/10012/9917

This is the collection for the University of Waterloo's School of Environment, Resources and Sustainability.

Research outputs are organized by type (eg. Master Thesis, Article, Conference Paper).

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Browsing Environment, Resources and Sustainability by Author "Grant, Beth"

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    Coping with the Climate Crisis: Investigating the Mental Health Impacts of Climate Change on Youth
    (University of Waterloo, 2021-04-01) Grant, Beth
    The devastating impacts of climate change take a toll on the mental health and well-being of individuals around the world. Research suggests that young people experience compounding vulnerabilities to the mental health impacts of climate change (Clayton et al., 2017). Though severe cases can be detrimental, manageable levels of Ôpractical anxietyÕ are a natural reaction to climate change and promote sustainable behaviours (Marlon et al., 2019). Photovoice is a qualitative, participatory action research approach that is used to empower participants to Òrepresent their community and narrate their everyday experiences using their own voices to become catalysts for social changeÓ (Bulla & Steelman, 2016; Sutton-Brown, 2014, p. 170). This study examines the impacts of climate change on the mental health of young people and explores the efficacy of photovoice as an intervention for managing these impacts and empowering participants. Participants aged 16 to 23 were recruited from environmental programs and networks at the University of Waterloo. They were invited to capture and submit photographs and written descriptions reflecting on the mental health impacts of climate change they experience, as well as sources of courage. Participants then discussed their images and experiences in focus groups. Surveys were employed to capture levels of hope and climate anxiety pre- and post-intervention. Results indicate that climate anxiety and other mental health impacts are a reality for many students involved in environmental programs or networks. Although the objective impact of the photovoice intervention on participant well-being remains unclear, participants reported a subjective increase in mental health and well-being, as well as feelings of empowerment as a result of intervention participation. Additional research is required to better understand the mental health impacts of climate change on young people, to develop interventions and supports to help youth manage those impacts and to clarify the efficacy of photovoice methodology as a potential intervention.
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    Learning with the Head and the Heart: Exploring Emotional Experiences in Post-Secondary Environmental Education
    (University of Waterloo, 2024-09-25) Grant, Beth; Wolfe, Sarah
    In a time of widespread climate change and environmental degradation, ensuring the efficacy of environmental education to inform and empower the next generation to make meaningful change is more important than ever. However, existing approaches to environmental education largely fail to acknowledge or consider the impact of emotions on student learning, well-being and pro-environmental behaviour. The purpose of this master’s thesis was to explore students’ emotional experiences of post-secondary environmental education with the goal of gathering information that could inform curricular and pedagogical recommendations for educators and institutions. My research was guided by three objectives: (1) to capture and articulate a broad range of students’ emotions in association with the post-secondary environmental curriculum and/or pedagogical experience; (2) to determine if and how the emotional experience varies within the environment student population based on educational stage (early undergraduate, late undergraduate, master’s); and (3) to make student-led recommendations to environmental curriculum and pedagogy to address and support students’ emotional experiences. I took a pragmatic, mixed-methods approach to achieve these objectives using online surveys, a participant-driven photo-elicitation activity, and subsequent individual semi-structured interviews. Data were collected from post-secondary students at two Canadian universities and analyzed in R and NVivo. Survey data showed that students experience a broad range of positive and negative emotions in response to the curricular and pedagogical aspects of their environmental degrees. These emotional experiences varied in frequency, intensity, and persistence with anxiety, sadness, happiness, and inspiration being more frequently, intensely, and persistently experienced. Extensive data from photo-elicitation and subsequent interviews revealed a rich tapestry of emotional responses related to specific curricular and pedagogical sources with anxiety, anger, dread, hopefulness, curiosity, and connection being the most frequently discussed by participants. Negative emotions resulted from learning about climate change and environmental issues, a perceived lack of action from parties in power, and environmental inequities, and from a lack of opportunities to meaningfully engage with the material and each other. Positive emotions resulted from learning about environmental success stories and solutions, and the wonder of the natural world, and from creative teaching approaches, engagement opportunities, and a positive focus. To improve the emotional experience of environmental education, students recommended the following measures: welcoming emotions in the learning environment; increasing opportunities for real-world action and application; embracing experiential learning and creative pedagogy; building community; and expanding solutions-oriented content. These student-led recommendations were well supported by existing peer-reviewed literature. My research fills an existing gap in the available literature on student climate emotions and post-secondary EE. While several studies exist at this intersection, my study makes novel contributions in the form of a multi-dimensional measure of emotions in this context, and specific curricular and pedagogical sources of the emotions discussed. My research has the potential to inform curricular and pedagogical recommendations for environmental educators to improve students’ emotional experiences in post-secondary environmental education.