The presentation is based on a qualitative study conducted with teachers and pupils from a single school that aims to develop into a so-called "climate school" as part of the German initiative Klimaschule. This process involved cooperation between the school and the university, and the continuous support in implementing the so-called climate school plan. In this context, students were also involved in the process through research-based learning, conducting individual and group interviews, for example. The analysis of this data aims to identify both challenges and successes in the school development process. A key aspect to be highlighted in the presentation is the question of Climate Change Pedagogy: How can teachers convey such a complex and challenging topic without falling into a "pedagogy of despair"?

The German Klimaschule initiative aims to contribute to the implementation of the United Nations' sustainability goals. Its main objectives are the transmission of knowledge and action competencies, raising awareness, and fostering a sense of self-efficacy. For this purpose, a limited amount of funding is provided, but primarily, conceptual guidance is offered. Continuous support or evaluation is not planned. This is where the university project has stepped in. We know from school research that bottom-up processes in school development are more promising than externally initiated top-down processes. These influence the sustainability and depth of changes, the support of the teaching staff, and identification with the school in a positive way. However, such development processes do not happen on their own; they require structure and a culture of appreciative discussion to drive school development forward positively (Rolff 2016). In the course of the evaluation, we were able to identify several points where school development can be initiated (e.g., improving communication, integrating the topic into lessons, involving students in topic selection). One specific aspect will be examined in more detail in the presentation, as it not only raises questions of school development but also addresses the issue of pedagogy.

The analysis of the interviews with teachers revealed a concern about slipping into a "pedagogy of despair" given the complexity and urgency of the topic. However, this concern is not limited to teachers. We know from other studies—as well as from the present one—that pupils are emotionally affected by the climate crisis, experiencing feelings of overwhelm and helplessness (Ojala 2016). According to a recent study, at least one in four German pupils reports feeling anxiety about the climate crisis (Deutsches Schulbarometer, 2024). The presentation aims to stimulate discussion on how we can take the affective turn seriously (cf. Anwaruddin 2016) and develop pedagogical approaches in Climate Change Education.

The results are based on four individual interviews and several group interviews with a total of 60 pupils from one school. The data was systematically analyzed (according to Mayring), with information extracted and categorized from the data. Both inductive and deductive coding were used in the process. Ethnographic observations are also included. The analysis is connected to theories of school development as well as approaches from Climate Change Education and emotion research.

The results exemplify obstacles and solutions in school development in the area of the climate crisis. Systematic connections can be made to other national school systems, and comparisons can be drawn. The central question is whether and how researchers, instructors, and teachers can further develop a "pedagogy of despair" into a knowledge-based and simultaneously self-empowering pedagogy. This also creates interdisciplinary connections to other topics that are similarly highly emotional, such as the topic of school and forced migration.

Anwaruddin, Sardar M. (2016): Why critical literacy should turn to ‘the affective turn’: making a case for critical affective literacy. In: Discourse: Studies in the Cultural Politics of Education 37 (3), pp. 381–396. DOI: 10.1080/01596306.2015.1 Ojala, M. (2016): Facing Anxiety in Climate Change Education: From Therapeutic Practice to Hopeful Transgressive Learning. In: Canadian Journal of Environmental Education 21, pp. 41–56 Robert Bosch Stiftung (2024): Deutsches Schulbarometer: Befragung Schüler:innen. Ergebnisse von 8- bis 17-Jährigen und ihren Erziehungsberechtigten zu Wohlbefinden, Unterrichtsqualität und Hilfesuchverhalten. Robert Bosch Stiftung. Rolff, H.-G. (2016): Schulentwicklung kompakt. Modelle, Instrumente, Perspektiven. Weinheim und Basel: Beltz.