Supporting Kids Using the Climate Emotions Wheel

Activity - Classroom

GradesK-12Health

Scientist Reviewed

Provided by Climate Mental Health Network

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What it is

This guide offers tools to help children process climate-related emotions, including emotion wheels, examples of adult-child conversations, and routines that build preparedness and resilience before, during, and after extreme weather events.
The tools are designed for use by parents and educators, encouraging students to name, acknowledge, and channel their climate emotions toward self-care, community belonging, and action.

Teaching tips

Classroom Implementation:

This resource works across all subjects and grades wherever climate change is discussed; it is not a standalone activity but a mental health support tool that complements climate education.
The emotions wheel (whether word- or emoji-based) can be used in relation to a myriad of topics and as a classroom routine.

Related Resources:

For younger students, pair this resource with an activity and coloring book about emergency preparation and resilience.
For older students, use this meditative podcast with climate activist Varshini Prakash to engage with a story about finding hope and courage in the face of climate anxiety.

From the scientist review

This guide provides information and steps for teachers and adults to help kids process their feelings about climate change and extreme weather. This is important because climate change can be overwhelming for kids, which can impact their understanding of and engagement with the topic. It is a resource teachers can use whenever climate change, extreme weather, and related topics come up in the classroom, rather than a standalone activity. The information presented is accurate, and this resource is recommended for teaching.

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At a glance

Grades: K-12
Subjects: Health
Format: PDF
Language: English
Location: Earth
Provider: Climate Mental Health Network
Authors: Climate Mental Health Network
Published: May 22, 2026
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · 1.2.1 + 17 more

Core

National Health Education Standards

1.2.1Identify that healthy behaviors impact personal health.
1.5.2Identify examples of emotional, intellectual, physical, and social health.
1.8.2Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.
1.12.2Describe the interrelationships of emotional, intellectual, physical, and social health.
7.2.1Demonstrate healthy practices and behaviors to maintain or improve personal health.
7.5.1Identify responsible personal health behaviors.
7.8.1Explain the importance of assuming responsibility for personal health behaviors.
7.12.1Analyze the role of individual responsibility for enhancing health.

New Jersey Climate Education Hub

Comprehensive Health & Physical Education

2.1.2.PGD.3:Explain what being “well” means and identify self-care practices that support wellness.
2.1.2.EH.4:Demonstrate strategies for managing one's own emotions, thoughts and behaviors.
2.1.2.CHSS.4:Describe how climate change affects the health of individuals, plants and animals.
2.1.5.EH.3:Identify different feelings and emotions that people may experience and how they might express these emotions (e.g., anger, fear, happiness, sadness, hopelessness, anxiety).
2.1.5.EH.4:Identify behaviors that help to deal with difficult situations that can occur at home, in school, and/or in the community and where to go for assistance.
2.1.5.CHSS.3:Describe strategies that are useful for individuals who are feeling sadness, anger, anxiety, or stress.
2.1.8.EH.2:Analyze how personal attributes, resiliency, and protective factors support mental and emotional health.
2.1.8.CHSS.8:Analyze difficult situations that might lead to feelings sadness, anxiety and or depression and identify individuals, agencies or places in the community where assistance may be available.
2.1.12.EH.3:Describe strategies to appropriately respond to stressors in a variety of situations (e.g., academics, relationships, shootings, death, car accidents, illness).
2.1.12.CHSS.1:Analyze the opportunities available at home, in school, and in the community to support the mental health of oneself or an individual.

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