Climate Change–Based Art and Philosophy Intervention and Mental Health in Children

Catherine Malbœuf-Hurtubise; Terra Léger‐Goodes; Heena Dave; Leigh Hoath; David Lefrançois; Marc–André Éthier; Jonathan Smith; Claudine Fillion; Estelle McLean; Zachary Fry; Kevin Péloquin; Catherine M. Herba

doi:10.1001/jamanetworkopen.2025.31298

September 11, 2025JAMA Network OpenOpen Access

Climate Change–Based Art and Philosophy Intervention and Mental Health in Children

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Key Points

Arts-and-philosophy interventions improve mental health outcomes in children compared to arts-only approaches.
The study shows significant differences in mental health among students exposed to climate change themes through different modalities.
Using comparative effectiveness methods, the study assesses interventions in diverse classroom settings across multiple schools.
Findings highlight the potential of integrating philosophy with arts to enhance emotional resilience in children facing climate concerns.

Implication

Comparative effectiveness study reveals mental health outcomes in elementary school students receiving arts-based and arts-and-philosophy interventions.

Abstract

This comparative effectiveness study compares climate change–related mental health outcomes among elementary school students receiving arts-based interventions and arts-and-philosophy–based interventions.

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Cite This Study

Malbœuf-Hurtubise et al. (2025) studied this question.

synapsesocial.com/papers/68d44a1d31b076d99fa52c2c https://doi.org/10.1001/jamanetworkopen.2025.31298

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Climate Change–Based Art and Philosophy Intervention and Mental Health in Children

Key Points

Implication

Abstract

Discussion

Cite This Study

Climate Change–Based Art and Philosophy Intervention and Mental Health in Children

Key Points

Implication

Abstract

Discussion

Cite This Study

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