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ABSTRACTBackground: The perinatal period is a time of increased vulnerability for perinatal mood and anxiety disorders (PMADs). Emotional trauma is a risk factor for PMAD development and is common among survivors of extreme weather events (EWEs), which are becoming more frequent and intense as the climate crisis progresses. EWE-related stress and anxiety have not been extensively studied in the perinatal population. However, the limited available data suggest a negative impact of EWE exposure on perinatal mental health, warranting further investigation and investment.Objective: To address this knowledge gap, we interviewed new Australian mothers to understand how EWEs affect the mental health of the perinatal population.Method: Australian mothers (18 years of age or older) with a baby under 12 months of age were recruited to participate in a single virtual focus group session (seven group sessions were run in total) and complete an anonymous survey. Participants were asked questions regarding their concerns about extreme weather and its impact, as well as their general maternal functioning. Maternal functioning, depression, and climate distress were measured via the survey.Results: The study sample comprised 31 Australian mothers (Mage = 31.74, SD = 4.86), predominantly located in Queensland. Findings from the focus groups suggested six key themes; however, of focus to this study are three themes related to maternal mental health: health and well-being, helplessness and avoidant coping, and resilience and adaptation. Predominant subthemes focused on trauma resulting from EWE exposure, economic and heat concerns, social isolation, hopelessness about the future, and feelings of resilience.Conclusions: The evidence linking adverse perinatal mental health outcomes with climate change and EWEs highlights the urgent need for interventions in this context to protect perinatal mental health and well-being. By acknowledging the traumatic impact of these experiences on mothers, this study supports advocacy for policies that specifically address this issue.

In the evolving landscape of education, understanding the experiences of Australian psychology educators in online programmes is crucial for enhancing educational strategies. The increased emphasis on psychology education, particularly online, post-COVID-19, highlights the crucial role of the degree meeting rising mental health needs. This is supported by the Australian governmental focus on STEM and employability, as psychology programmes equip students with essential skills for the workforce, necessitating strong tertiary programmes. Therefore, the aim of the current study is to explore the experiences and needs of Australian psychology educators teaching in online programmes in the last five years and to suggest strategies to address their perceived needs. A survey of 75 Australian online psychology educators revealed that while online teaching presented advantages for educators (e.g. autonomy, and motivation to learn new technologies), educators also found online teaching isolating and time-consuming. The challenges of engaging students online also emerged as a dominant theme. Additionally, the study highlighted the need for tailored support, specifically in the psychology discipline, with over 80% of the respondents agreeing that they could be better supported as online teachers. As the demand for online education grows, this study underscores the need for targeted support structures to empower educators, ensuring they continue to create enriched learning experiences for their students in virtual environments.