Eco-anxietyNCT06781788
School-based Intervention to Address Climate Change Emotions
A study testing Making room for climate emotions in the classroom in people with Eco-anxiety, run by Université du Québec a Montréal at 1 site in Canada.
Trial summary
The goal of this study was to qualitatively document the social validity of an intervention combining creative arts and philosophy inquiry and to examine its acceptability, the perceived goals, and perceived benefits for children's mental health and ability to cope with climate change from the perspective of one… Read more about this study
- Who is it for?
- Ages 8 years and olderHealthy volunteers can take part
- Conditions the study is for
- Eco-anxiety
- What is being tested?
- Making room for climate emotions in the classroom
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 15 participants
- Where
- 1 siteCanada
- Study dates
- 1 Oct 2023to 19 Jan 2024
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 8 years and older
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Elementary school students between the ages of 8 and 12 years old who's teacher accepted to participate in the study
- Elementary school teacher
Who cannot join
None listed.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: I Want to Talk About Climate Change, But I Wish I Didn't Have to… A Descriptive Qualitative Study of an Intervention Combining Creative Arts and Philosophical Inquiry to Help Elementary School Students Cope With Climate Change Emotions
The goal of this study was to qualitatively document the social validity of an intervention combining creative arts and philosophy inquiry and to examine its acceptability, the perceived goals, and perceived benefits for children's mental health and ability to cope with climate change from the perspective of one elemetary-school class students and their teacher.
The guiding research question was: How do children and their teacher perceive the acceptability, the goals and the benefits of the intervention? The participants were asked to participate in a seven-week creative arts and philosophical inquiry intervention. Once a week, a research assistant led a workshop using creative arts and group philosophical inquiry to discuss the topic of climate change and the emotions that can arise. Students participated in a brief individual interview after the intervention. The teacher also participated in an individual online interview.
- Conditions
- Eco-anxiety
- Being tested
- Making room for climate emotions in the classroom
- Keywords
- Eco-anxiety in children, Creative arts intervention, Philosophical inquiry intervention, School-based intervention
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Making room for climate emotions in the classroomOther
The "Making room for climate emotions in the classroom" program is designed to address emotions as students learn (formally or informally) about climate change. Each session features a drawing, photography, Lego sculpture, rock painting or collage/drawing workshop to address themes, explore emotions/feelings/experiences and initiate discussions on topics related to climate change.
| Study group | Role | What they receive |
|---|---|---|
| Creative arts an philosophy inquiry intervention | Other | Participation in a seven-week school-based creative arts and philosophy inquiry intervention to talk about climate change emotions Receives: Other: Making room for climate emotions in the classroom |
What is being measured
The primary outcome is the main question the study is designed to answer.
Social validity of the intervention
The social validity comprises of the perceived acceptability, goals and benefits of the intervention from participants' perspectives. It was measured using semi-structured interviews with open-ended questions to allow children and teachers to freely describe in detail their experience of the intervention. The interview guide was developed by the research team and piloted in previous research project to ensure that children understood the questions and that it allowed both positive and negative elements related to the intervention to emerge.
Measured: Immediately after the end of the intervention (at week 7)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted17 Jan 2025
- Study start1 Oct 2023
- Primary completion19 Jan 2024
- Study completion19 Jan 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for Eco-anxietyStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Not applicable
- Intervention model
- Single group
- Model description
- The ORBIT model for intervention development is a framework developed by Czajkowski and colleagues (2015) in collaboration with the National Institute for Health. The model is a systematic approach that helps guide researchers through the various stages of intervention development, evaluation and implementation. The model emphasizes the iterative and dynamic nature of intervention development and evaluation. Phase 1b aims to refine the intervention to optimize it while retaining the components essential to its power to change, which corresponds to the first part of this framework. The data obtained in the previous phase are therefore taken into account to maximize the intervention's effectiveness. Among other things, qualitative methods to assess the acceptability of the intervention in the target population can be used.
- Masking
- None (open label)
- Enrolment
- 15 participants (actual)
Sponsor and investigators
- Lead sponsor
- Université du Québec a Montréal
- Sponsor type
- University, hospital or other
- Collaborators
- Bishop's University
- Responsible party
- Principal investigator, Terra Léger-Goodes, Université du Québec a Montréal
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06781788
- Sponsor's protocol ID
- 767-2023-1376-1
- Status last verified
- Jan 2025
- First submitted
- 7 Jan 2025
- Last updated
- 5 Aug 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: The datasets generated and/or analyzed during the current study are not publicly available due to the nature of qualitative data that might contain identifying information through the interview (e.g., speech slurs) but are available from the corresponding author upon reasonable request. The manuscript contains excerpts of the verbatim content that support each of the themes presented. Full data are not made available to ensure the confidentiality of the participants.
Publications
Leger-Goodes T, Herba CM, Piche J, Smith J, Ethier MA, Lefrancois D, Malboeuf-Hurtubise C. I want to talk about climate change, but I wish I didn't have to: A descriptive qualitative study of an intervention combining creative arts and philosophical inquiry to help elementary school students cope with climate change emotions. BMC Psychol. 2025 Dec 8;13(1):1339. doi: 10.1186/s40359-025-03589-w.
PubMed 41361496
Study at a glance
From the registry record, last updated by the sponsor on 5 Aug 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- I Want to Talk About Climate Change, But I Wish I Didn't Have to… A Descriptive Qualitative Study of an Intervention Combining Creative Arts and Philosophical Inquiry to Help Elementary School Students Cope With Climate Change Emotions
- ClinicalTrials.gov ID
- NCT06781788
- Acronym / sponsor ID
- 767-2023-1376-1
- Conditions
- Eco-anxiety
- Keywords
- Eco-anxiety in children, Creative arts intervention, Philosophical inquiry intervention, School-based intervention
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 15 participants (actual)
- Lead sponsor
- Université du Québec a MontréalUniversity, hospital or other
- Collaborators
- Bishop's University
- Study start
- 1 Oct 2023 (actual)
- Primary completion
- 19 Jan 2024 (actual)
- Study completion
- 19 Jan 2024 (actual)
- First posted
- 17 Jan 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The goal of this study was to qualitatively document the social validity of an intervention combining creative arts and philosophy inquiry and to examine its acceptability, the perceived goals, and perceived benefits for children's mental health and ability to cope with climate change from the perspective of one elemetary-school class students and their teacher.
The guiding research question was: How do children and their teacher perceive the acceptability, the goals and the benefits of the intervention? The participants were asked to participate in a seven-week creative arts and philosophical inquiry intervention. Once a week, a research assistant led a workshop using creative arts and group philosophical inquiry to discuss the topic of climate change and the emotions that can arise. Students participated in a brief individual interview after the intervention. The teacher also participated in an individual online interview.
Study design
- Primary purpose
- Prevention
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
- Model description
- The ORBIT model for intervention development is a framework developed by Czajkowski and colleagues (2015) in collaboration with the National Institute for Health. The model is a systematic approach that helps guide researchers through the various stages of intervention development, evaluation and implementation. The model emphasizes the iterative and dynamic nature of intervention development and evaluation. Phase 1b aims to refine the intervention to optimize it while retaining the components essential to its power to change, which corresponds to the first part of this framework. The data obtained in the previous phase are therefore taken into account to maximize the intervention's effectiveness. Among other things, qualitative methods to assess the acceptability of the intervention in the target population can be used.
| Arm | Type | Receives |
|---|---|---|
| Creative arts an philosophy inquiry intervention | Other | Other: Making room for climate emotions in the classroomParticipation in a seven-week school-based creative arts and philosophy inquiry intervention to talk about climate change emotions |
Who may qualify
- Ages
- 8 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (2 listed)
- Elementary school students between the ages of 8 and 12 years old who's teacher accepted to participate in the study
- Elementary school teacher
Key exclusion criteria (0 listed)
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Making room for climate emotions in the classroomThe "Making room for climate emotions in the classroom" program is designed to address emotions as students learn (formally or informally) about climate change. Each session features a drawing, photography, Lego sculpture, rock painting or collage/drawing workshop to address themes, explore emotions/feelings/experiences and initiate discussions on topics related to climate change. | Other | Creative arts an philosophy inquiry intervention |
Primary outcome
Social validity of the intervention
Time frame: Immediately after the end of the intervention (at week 7)
The social validity comprises of the perceived acceptability, goals and benefits of the intervention from participants' perspectives. It was measured using semi-structured interviews with open-ended questions to allow children and teachers to freely describe in detail their experience of the intervention. The interview guide was developed by the research team and piloted in previous research project to ensure that children understood the questions and that it allowed both positive and negative elements related to the intervention to emerge.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 5 Aug 2025.
- Derived from this study: PubMed 41361496Leger-Goodes T, Herba CM, Piche J, Smith J, Ethier MA, Lefrancois D, Malboeuf-Hurtubise C. I want to talk about climate change, but I wish I didn't have to: A descriptive qualitative study of an intervention combining creative arts and philosophical inquiry to help elementary school students cope with climate change emotions. BMC Psychol. 2025 Dec 8;13(1):1339. doi: 10.1186/s40359-025-03589-w.
- Individual participant dataSharing planned: No. The datasets generated and/or analyzed during the current study are not publicly available due to the nature of qualitative data that might contain identifying information through the interview (e.g., speech slurs) but are available from the corresponding author upon reasonable request. The manuscript contains excerpts of the verbatim content that support each of the themes presented. Full data are not made available to ensure the confidentiality of the participants.
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Enrolling by invitation
The Impact of an Art and Philosophy-based Intervention on Children's Eco-anxiety
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Making room for climate emotions in the classroom in people with Eco-anxiety, run by Université du Québec a Montréal at 1 site in Canada.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 0 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 5 Aug 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Canada. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Social validity of the intervention (time frame: Immediately after the end of the intervention (at week 7)). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT06781788, which also lists 1 linked publication.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 5 Aug 2025; AzTrials last refreshed its copy on 26 Oct 2026.