In the last two decades, 7,348 disasters caused by natural disasters were recorded. Almost double that occurred between 1980 and 1999. Between 2008 and 2017, 84% of all recorded disasters were weather-related, and the number of people affected by floods and storms has increased significantly. We see, feel and are affected by natural hazards, such as hurricanes, floods, wildfires and extreme heat waves, daily and with unusual intensity. However, what we may not be fully aware of is that children, even those under 8 years old, worry about climate change just as adults do. In fact, they not only worry, but are anxious and fearful of climate disasters much more than adults. They know it affects their health, education and safety.
Why children are more affected
Because a child thinks about the world in black and white until they are 8 or 10 years old. His mind is full of questions, but he has no answers and no confidence in how to approach them. His feelings express anxiety and fear. They become fearful because they think about nature, animals and the entire ecosystem much more than adults have time to do. In a blog for him british medical journal, quoting their study (conducted by Imperial College London’s Ethnicity and Health Unit) on ecological anxiety, said authors Mala Rao and Richard Powell: “Chronic fear of environmental catastrophe” is increasing among children. “Ignoring the effects of growing ecological anxiety risks exacerbating social and health inequalities among those more or less vulnerable to these psychological impacts.” It is clear that this is a critical concern that requires immediate attention from all stakeholders, including parents, educators and policymakers alike.
AFP
There is no doubt that ecological anxiety has become commonplace. And nowhere is this pressure felt more than in developing countries like India, where people are more susceptible to being severely affected by climate change compared to developed nations. And in no age group is this more prominent than in children ages 0 to 8. What is alarming and needs immediate intervention, from parents to policy makers, is the long-lasting impact such experiences can have on children’s cognitive and emotional development. Here are some examples:
Psychological distress: Climate disasters can cause psychological distress in children, such as anxiety, fear, and depression. Witnessing the destruction of their homes and communities or experiencing displacement can leave lasting emotional scars.
Trauma: Children exposed to traumatic events during climate disasters may suffer from post-traumatic stress disorder (PTSD). Symptoms may include intrusive thoughts, nightmares, and avoidance behaviors.
Loss and Grief: Children may experience loss and grief after losing loved ones, pets, or treasured belongings in weather disasters. The grieving process can be complex and challenging for young minds.
Disruption of routine and social support: Climate disasters often disrupt daily routines and social connections. The loss of stability and support systems can exacerbate feelings of vulnerability and distress in children.
A survey conducted in 2021 by the WHO with 95 countries found that only 9 countries have included mental health and psychosocial support in their national health and climate change plans.2 Given the scenario, we must address social and environmental issues in general, in addition to focusing on alleviating fears among children across the country and overcoming socioeconomic barriers. We have a mammoth task ahead of us: raising children who, instead of being afraid, grow up knowing how to address ecoanxiety instead of being afraid of it.
A 2020 study by ChildFund India and the Council for Social Development found that in a sample of 1,725 children, more than 60% of the children expressed experiencing negative changes in their behavior during the lockdown imposed due to the COVID-19 pandemic. . ChildFund also has experience in creating child-centred spaces (CCS) as part of the humanitarian response to provide safety and security, creating supportive environments so children can cope with change.
Furthermore, according to Save the Children, in 2022 floods in Assam affected more than seven lakh people in 31 districts, including 141,050 children. As a consequence, it had a negative impact on children’s psychosocial well-being, increasing their anxiety when schools were closed. Similarly, during the most recent floods in Delhi, a circular claimed that many families lost their belongings, including books and children’s clothes. As a result of this, children were hesitant to go to school because they lost their books and uniforms in the floods. Children also had to bear the brunt of school closures, leading to psychological scars. Looking ahead, as we have little control over the frequent disasters that affect children, we must ensure that parents, policymakers and other stakeholders work together to build children’s resilience.
UNICEF
How to develop resilience in children?
The impact of climate disasters makes it important that we focus on resilience-building strategies, to ensure that children have the competence to absorb shocks, recover from them, and adapt to new ecosystems. It makes it important for everyone to focus on preparedness and education, building resilience in children by providing them with age-appropriate information about climate change and its effects, as well as guiding them on how to respond effectively. Below are some ways to consider that can help take care of children’s mental health:
Emotional support and communication: Providing a safe space for children to express their feelings and fears is crucial. Encourage open communication and active listening to validate their emotions.
Education and awareness: Raising awareness about climate change and its impact can empower children to understand the events they witness. Teaching them about resilience and climate adaptation fosters a sense of agency.
Social and community engagement: Involving children in community activities and support networks can help restore a sense of belonging and social support.
Psychosocial support: Educating and raising awareness among families to support children in developing social and emotional skills can help them lead happy, healthy and fulfilling lives, thereby counteracting the impacts of climate change.
Develop resilience: Resilience is the ability to recover from adversity. Foster resilience in children through positive coping strategies, problem-solving skills, and emotional regulation techniques.
Access to mental health services: Ensure access to mental health professionals specialized in trauma and child psychology. Early intervention can prevent long-term mental health problems.
A holistic perspective
It is crucial to understand that there is a need for holistic support systems involving parents, teachers and mental health professionals working in harmony to foster a supportive environment and emphasize the need for trauma-informed care and mental health interventions designed specifically for climate disasters. . Therefore, it is essential to promote resilience to climate disasters through disaster preparedness, which involves educating children and their families about disaster preparedness, evacuation plans, and safety measures to reduce anxiety. and improve response during emergencies. Furthermore, climate change mitigation and promotion is another step that stakeholders must take that can involve children in climate change mitigation efforts, such as reducing carbon footprint, recycling and promoting sustainable practices.
With the right support and resilience-building strategies, it is possible to help them cope and grow stronger in the face of adversity. Promoting children’s mental health requires a collective effort from families, communities, educators and policymakers. By providing emotional support, education and promoting resilience, we can empower the next generation to become climate champions, contributing to a more sustainable and mentally healthier future.
About the author: Isam Ghanim, CEO and President of ChildFund International. All views/opinions expressed in the article are those of the author.
Categories: Health
Source: vtt.edu.vn