Climate change, mental health and wellbeing: privileging Pacific peoples’ perspectives – phase one

Tiatia‐Seath, Jemaima; Langridge, Fiona; Newport, Christina; Underhill‐Sem, Yvonne; Woodward, Alistair

doi:10.1080/17565529.2022.2145171

Cited by 13 publications

(18 citation statements)

References 26 publications

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Section: Study Aimsmentioning

confidence: 99%

“…This should include further Mātauranga Māori research into kaitiakitanga (the socio‐environmental ethic of guardianship) (Beverland, 2022). Tiata et al (2022) also recommend further mental health research that incorporates culture, spirituality and connection to the environment be conducted specifically by and for Pacific communities.…”

Section: Limitationsmentioning

confidence: 99%

“…Yet as the global thinning of life progresses, children will be more likely to witness the natural places they learn about degrade or disappear as they grow up. Exploration of such negative, yet crucial, facets of young people's experiences of nature is strikingly absent from child mental health research, prompting calls for inquiry that incorporate such complexity (Chawla, 2020; Tiata et al, 2022). To commence investigation of this topic, we undertook a qualitative study to explore how educators presenting ocean literacy content in Aotearoa New Zealand conceptualise their work in relation to youth mental health and emotional wellbeing.…”

Section: Introductionmentioning

confidence: 99%

“…The COVID‐19 pandemic provided a regrettable, yet important opportunity to draw attention to this traditionally underfunded and under‐prioritised health issue (Nature, 2021; WHO, 2022). In addition, the World Health Organisation (WHO) identifies increasing mental health challenges as the leading climate change‐related health risk in the Pacific (Tiata et al, 2022). Two parallel bodies of literature have endeavoured to explain the prevalence of mental ill‐health among young people: First, longitudinal studies have identified how adverse childhood experiences (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Tiata et al (2022) also recommend further mental health research that incorporates culture, spirituality and connection to the environment be conducted specifically by and for Pacific communities.…”

mentioning

confidence: 99%

See 4 more Smart Citations

How does learning about the future of the ocean impact children's emotional wellbeing? Insights from ocean literacy educators in Aotearoa New Zealand

Murray,

Breheny,

Cumming

et al. 2023

People and Nature

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Four decades of research on the health effects of ‘connection to nature’ identifies many wellbeing advantages for young people. Yet this literature has developed largely without reference to biophysical evidence about mass biodiversity loss, the degradation of marine environments and climate change. As these interlocking planetary crises progress, children will be more likely to witness the marine environments they learn about degrade or disappear as they grow up. Improving ocean literacy is important to protect marine environments into the future. However little is known about how learning about ocean degradation affects young people's emotional wellbeing. We undertook qualitative research to investigate how ocean literacy educators in Aotearoa New Zealand view the content they deliver in relation to the emotional wellbeing of young people. Semi‐structured interviews were conducted with 21 key informants from non‐government organisations (NGOs), Ministry of Education funded programmes, university‐community partnerships, youth‐led initiatives and local and national museums and aquariums. Transcripts were analysed using the six steps of Braun and Clarke's (2022) reflexive thematic analysis. Ocean literacy education was described as positively affecting young people's emotional wellbeing through interactive experiences in coastal environments. These provided opportunities for experiencing wonder, curiosity and a shared sense of connection and belonging. Educators reported witnessing distress and overwhelm in young people when some information was delivered. This resulted in educators ‘not focusing on the negative’ and moving straight to solutions young people could take part in. Our findings provide opportunities for re‐imagining ocean literacy education as a space for promoting mental wellbeing, especially when young people have the opportunity to be part of collective experiences that promote joy and wonder. Intergenerational solutions where young people can be supported to take action with adults who work in solidarity with them are also recommended. Further research into how educators can be resourced to acknowledge and facilitate support around young people's negative emotional responses (such as grief, overwhelm and anxiety) is required. Read the free Plain Language Summary for this article on the Journal blog.

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Section: Study Aimsmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%