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How can students become transformational leaders if they are left alone to grapple with the emotional toll of climate change, preparing for careers while scientists sound the alarm that business as usual is untenable? Ecoanxiety, solastalgia, and climate grief are the affective undercurrents in sustainability and environmental science classrooms. This case study discusses strategies used to support students' emotional well-being in an introductory sustainability class and a co-curricular climate change support group program at Oregon State University. Psychologists and sustainability educators created space for students and faculty to engage in authentic dialogues confronting the emotional uncertainty of the climate crisis and working together to define their roles building a resilient future.