• Views 26
  • Favorites
Photo by Emma Simpson via Unsplash


Climate Mental Health Network


6th, 7th, 8th, 9th, 10th, 11th, 12th, AP® / College


English Language Arts, Social-Emotional Learning

Resource Type

  • Worksheet

Regional Focus




Taking Action and Self-Care Worksheets

Ask a Question

  • This series of worksheets is organized into a workbook to help students reflect on their skills that can assist in the climate crisis and includes ways they can take care of their mental health as they contemplate this heavy topic.
  • This workbook compiles and utilizes multiple resources to help students ponder their role in climate action, such as a Climate Action Venn Diagram, the butterfly model of transformative social justice, and the Active Hope website.
  • The activities lend themselves to group work and small discussions, helping students discover their thoughts, feelings, and agency in the climate crisis.
Teaching Tips


  • This series of worksheets does an excellent job of prompting students to self-reflect and discover how their skills can contribute to climate action.
  • This workbook acknowledges the need for self-care as students consider ways to recharge and inspire themselves during the hard work of climate activism.

Additional Prerequisites

  • Students should have some familiarity with climate injustice and climate activism.
  • The end of the workbook cites resources that may help classes these topics further. The Climate Mental Health Network link is broken, but the correct address is on page 15 and can be copied and pasted.


  • This workbook would pair well with the Gen Z Mental Health: Climate Stories video.
  • It may be helpful to encourage students to draw and sketch some of their answers as they fill out the workbook, especially on pages 3, 5, and 19.
  • The first writing prompt on page 3 about their vision for the world may be challenging for students who have problems with open-ended questions, so be sure to give a little context about the purpose of the workbook.
  • When completing the Venn Diagram on page 4, consider discussing the bottom right bubble that asks students about climate justice solutions, whereas the other two are more geared toward individual work.
  • An explanation of the ripple effect chart on page 13 is likely necessary for students, so encouraging students to think of cause and effect when filling this chart out may be helpful.
  • Students may need support in discovering who in their community can assist them in their climate action goals when prompted on page 10. A group discussion and internet research to find some of these resources may be helpful.
Scientist Notes
This collection of worksheets emphasizes how crucial it is to take local climate action to have an impact on the entire planet. It encourages prospective activists to hone their abilities and build their potential to spearhead regional climate action. The worksheet also emphasizes the butterfly model, a theory that addresses climate fear and systemic transformation to resolve the climate catastrophe. It is advised to use this resource when teaching.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Civics
      • D2.Civ.10.6-8 Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.
      • D2.Civ.10.9-12 Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
    • Dimension 4: Taking Informed Action
      • D4.6.9-12 Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Writing (K-12)
      • CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
      • CCSS.ELA-LITERACY.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • National Health Education Standards
    • Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
      • 4.12.4 Demonstrate how to ask for and offer assistance to enhance the health of self and others.
    • Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
      • 7.12.2 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others.
  • Related Resources


    Login to leave a review