From Anxiety to Action:
Using Living Labs to Tackle Eco-Anxiety

It's a well-known fact that, akin to Professor James Byrne, a significant number of us are grappling with feelings of fear, anger, frustration, sadness, bewilderment, and nervousness in reaction to the climate crisis, recognizing its potential threat to the future of civilizations. In academic discourse, these emotional responses are often categorized under the term eco-anxiety, defined by Clayton et al. (2017) as a persistent fear of environmental doom and a general sense that the ecological underpinnings of existence are undergoing collapse (Albrecht 2012). In simple terms, climate anxiety is the sense of fear, worry, or tension linked to climate change. According to Corner et al. (2020), adults in the UK ranked climate change as the second most significant issue in 2019, and this concern has been on the rise. Predictions by the Climate Change Committee (2021) also suggest that rising temperatures in the UK may result in heightened risks of flooding and water scarcity, coastal erosion, as well as increased frequency and severity of wildfires. 

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Both Professor James' letter and the provided definitions share a common theme: a heightened sense of concern about the environment expressed through emotions such as fear, anger, frustration, sadness, and nervousness. These emotions can be so burdensome that they immobilize individuals and impede sustainability efforts (Pihkala 2021). “We can fix this!!”, proposed Professor James. While it is a natural response to feel distressed about the climate crisis, having a space for the expression and release of these emotions is crucial. Redirecting our energy during times of uncertainty and transforming these challenging emotions into purposeful actions can imbue our lives with meaning. 

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To assist students in addressing eco-anxiety, the University, through the LUU, embarked on initiatives like the eco-anxiety support café, providing a space for discussions on climate change. Additionally, a carbon literacy course, developed in collaboration with the Curio Group, includes modules focused on climate anxiety. The Leeds’ Living Labs also presents an excellent opportunity for students grappling with eco-anxiety to manage their emotions and redirect them towards creating projects and initiatives that promote sustainable development. Serving as an experimental platform, it enables students to address real-world challenges by collaborating to incorporate insights from multidisciplinary social learning and personal experiences.  

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Through the Living Labs, students can leverage their subject knowledge and skills to contribute to creating a positive impact for the future, both within the university and their respective communities.  Projects within the Living Labs can encompass a range of activities, from developing research projects centered on sustainable topics that inspire solutions to developing creative initiatives and collaborating on the development of policies and actionable climate change campaigns like the Teach the Future campaign, led by the youth, advocating for comprehensive climate education in the UK. 

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Individual contributions toward addressing climate change, no matter how small, hold the potential to initiate more widespread change in the future. Even the smallest change can make a difference. I'll conclude by recognizing your feelings regarding climate change and expressing gratitude in advance for your commitment to addressing it using the resources provided by Living Labs. Additionally, I look forward to welcoming you at the Student Sustainability Research Conference on March 6th, where the team will be available to discuss the array of opportunities accessible to students through Living Labs. 

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