Graduation Year

2026

Document Type

Open Access Senior Thesis

Degree Name

Bachelor of Arts

Department

Environmental Analysis

Second Department

Psychology

Reader 1

Branwen Williams

Reader 2

Jennifer Ma

Reader 3

Veronica Padilla Vriesman

Abstract

As the threat of climate change becomes more urgent, educators should focus on fostering climate concern and action instead of simply providing climate information. These studies present a novel model of climate education where locally-framed and action-oriented curriculum increases students’ environmental concern through the mechanisms of psychological distance and hope. This curriculum was taught over two years to sixth-grade students at a school in the Los Angeles Metropolitan Area. Study 1 examines students’ environmental concern and sense of responsibility before and after delivery of the curriculum. Study 2 is a proposed follow-up study, that will address limitations of Study 1 by directly measuring psychological distance and hope, in addition to environmental concern and responsibility. After the delivery of the curriculum, it is hypothesized that students will show decreased psychological distance and increased hope, which will increase environmental concern and responsibility. These findings can help guide effective climate change communication for educators, scientists, and parents that builds children’s agency and advocacy for the environment.

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