School-Based Mental Health Leadership: Addressing Climate Anxiety Through Educational Psychiatry

Abstract
Climate change has emerged as a significant source of anxiety and psychological distress among youth, a phenomenon commonly referred to as climate anxiety. Schools represent critical environments for addressing these mental health challenges, with school leadership playing a pivotal role in fostering supportive and responsive systems. This qualitative study explores how school-based mental health leadership, informed by educational psychiatry, identifies, manages, and mitigates climate anxiety among students. Through interviews with school leaders and educational psychiatrists, focus groups with mental health staff, and policy analysis, the study highlights current perceptions, psychiatric interventions, leadership strategies, and challenges in addressing climate anxiety within schools. Findings suggest that while awareness of climate anxiety is increasing, structured psychiatric frameworks and leadership training remain limited. The study underscores the need for integrated, multidisciplinary approaches that combine educational psychiatry with proactive leadership to build resilient school communities. Policy recommendations emphasize enhancing leadership training, developing comprehensive mental health policies, and fostering student engagement to effectively support youth in the face of climate change.