Climate change is considered one of the most pressing issues of our time. However, current discussions on the topic focus broadly on environmental, geographical and atmospheric impacts. This is even though a growing body of research shows direct correlations between climate change and human well-being. In particular, little attention is given to understanding the impact of climate change on teacher well-being, as it relates to educational outcomes for students. Research shows that higher well-being scores can mean more supportive learning environments and increased academic success for students. As such, more exploration is needed to expand the discussion on climate change and its potential impact on well-being to include the impact on teachers and student success. This presentation provides an exploratory discussion into the co-relation between climate change, teacher well-being and student success. Using an ecological systems framework that connects teacher well-being to the immediate teaching and learning environment and its microsystems, the discussion highlights factors that are related to understanding teacher well-being issues in light of climate change and the potential impacts on teacher well-being and student success. The presentation concludes with recommendations to centre teacher well-being in discussions on climate change and offers suggestions for future research on the topic.

Authors:
Dalon Taylor, Wilfrid Laurier University, Canada
Carmel Roofe, University of the West Indies, Jamaica

About the Presenter(s)
Professor Dalon P. Taylor, Wilfrid Laurier University, Faculty of Social Work. Waterloo, Canada.
Current project:Support Inclusion and Success: Understanding the needs of racialized immigrants in Durham region Canada.

See this presentation on the full schedule – Thursday Schedule

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