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Fostering Hope in Climate Change Educators

Abstract Climate Change is a complex set of issues with large social and ecological risks. Addressing it requires an attentive and climate literate population capable of making informed decisions. Informal science educators are well-positioned to teach climate science and motivate engagement, but many have resisted the topic because of self-doubt about their climate science knowledge and concerns about audiences' responses. This study evaluated the impact of a skill building program on informal science educators' emotional states and their engagement in discourse about climate change with their professional colleagues, co-workers and friends. Results revealed that skill training combined with socially supportive settings resulted in increased hope in their ability to discuss climate change and emotional engagement when reflecting about climate change. These changes subsequently were associated with their tendency to engage in discussions with their co-workers and wider social network but not with their friends.