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Paralysis or empowerment: climate anxiety, hope and action in planning education

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  • Jessica Debats Garrison
  • Douglas Houston

Abstract

Climate change pedagogy is increasingly integrated in planning education, but planning educators have a limited understanding of whether addressing the climate crisis results in student paralysis or empowerment. We surveyed 194 undergraduates in planning courses to assess how climate anxiety and hope influenced three types of climate action: individual behavioral change, discussing climate change and political action. Findings indicate climate anxiety was more productive than climate hope in empowering students to take action and that both can productively co-exist in planning classrooms. Findings inform instructor efforts to support healthy cognitive-emotional engagement that empowers future planners with climate knowledge and resilience.

Suggested Citation

  • Jessica Debats Garrison & Douglas Houston, 2026. "Paralysis or empowerment: climate anxiety, hope and action in planning education," Planning Practice & Research, Taylor & Francis Journals, vol. 41(4), pages 966-985, July.
    • Handle: RePEc:taf:cpprxx:v:41:y:2026:i:4:p:966-985
    DOI: 10.1080/02697459.2026.2649277
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