Abstract
Early adolescence (12–13 years old) is a critical but under-researched demographic for the formation of attitudes related to climate change. We address this important area by exploring adolescent views about climate change. This paper presents opinions collected from surveys of 463 1st-year secondary school students (12–13 years old) in public secondary schools in inner-urban centres in Austria and Australia on whether climate change is (1) something about which to worry, (2) caused by humans and (3) happening now. Eligible respondents in both countries showed similar levels of agreement that climate change was probably or definitely something we should (1) worry about (84.6% Austria, 89.1% Australia), which is significantly higher than either country’s adult population. Eligible respondents agreed that climate change probably or definitely is (2) caused by humans (75.6% Austria, 83.6% Australia) and that climate change is probably or definitely something that is (3) happening now (73.1% Austria, 87.5% Australia). Their response differed from the respective adult populations, but in opposite directions. Our results suggest that socio-cultural worldview may not have as much influence on this age group as it does on the respective adult populations and suggests that this age group would be receptive and ready for climate science education and engagement initiatives.
This is a preview of subscription content,
to check access.Similar content being viewed by others
References
Althor, G., J.E.M. Watson, and R.A. Fuller. 2016. Global mismatch between greenhouse gas emissions and the burden of climate change. Scientific Reports 6: 1–6. https://doi.org/10.1038/srep20281.
Azevedo, J., and M. Marques. 2017. Climate literacy: A systematic review and model integration. International Journal of Global Warming 12: 414. https://doi.org/10.1504/ijgw.2017.084789.
Bank, W. 2018. World Bank—Population Data.
Brechin, S.R., and M. Bhandari. 2011. Perceptions of climate change worldwide. Wiley Interdisciplinary Reviews: Climate Change 2: 871–885. https://doi.org/10.1002/wcc.146.
Brügger, A., S. Dessai, P. Devine-Wright, T.A. Morton, and N.F. Pidgeon. 2015. Psychological responses to the proximity of climate change. Nature Climate Change 5: 1031–1037. https://doi.org/10.1038/nclimate2760.
Capstick, S., L. Whitmarsh, W. Poortinga, N. Pidgeon, and P. Upham. 2014. International trends in public perceptions of climate change over the past quarter century. WIREs Clim Change. https://doi.org/10.1002/wcc.321.
Carrier, S.J., M.M. Thomson, L.P. Tugurian, and K.T. Stevenson. 2014. Elementary science education in classrooms and outdoors: Stakeholder views, gender, ethnicity, and testing. International Journal of Science Education 36: 2195–2220. https://doi.org/10.1080/09500693.2014.917342.
Case, R. 1985. Intellectual development: Birth to adulthood. Cambridge: Academic Press.
Census QuickStats. 2016. http://www.abs.gov.au/websitedbs/censushome.nsf/home/quickstats.
Chadwick, A.E. 2017. Climate change communication. Oxford Research Encyclopedia of Communication 1: 1–27. https://doi.org/10.1093/acrefore/9780190228613.013.22.
Checkoway, B., T. Allison, and C. Montoya. 2005. Youth participation in public policy at the municipal level. Children and Youth Services Review 27: 1149–1162. https://doi.org/10.1016/j.childyouth.2005.01.001.
Checkoway, B., K. Richards-Schuster, S. Abdullah, M. Aragon, E. Facio, L. Figueroa, E. Reddy, M. Welsh, et al. 2003. Young people as competent citizens. Community Development Journal 38: 298–309. https://doi.org/10.1093/cdj/38.4.298.
Clark, D., M.A. Ranney, and J. Felipe. 2013. Knowledge helps: Mechanistic information and numeric evidence as cognitive levers to overcome stasis and build public consensus on climate change. In: Proceedings of the 35th annual meeting of the cognitive science society, 2070, pp. 2070–2075.
Cook, J., S. Lewandowsky, and U.K.H. Ecker. 2017. Neutralizing misinformation through inoculation: Exposing misleading argumentation techniques reduces their influence. PLoS ONE 12: 1–21. https://doi.org/10.1371/journal.pone.0175799.
Corner, A., O. Roberts, S. Chiari, S. Völler, E.S. Mayrhuber, S. Mandl, and K. Monson. 2015. How do young people engage with climate change? The role of knowledge, values, message framing, and trusted communicators. WIREs Climate Change 6: 523–534. https://doi.org/10.1002/wcc.353.
Crayne, J.A. 2015. Teaching climate change: Pressures and practice in the middle school science classroom [University of Oregon Graduate School]. https://doi.org/10.1017/CBO9781107415324.004.
den Elzen, M., T. Kuramochi, N. Höhne, J. Cantzler, K. Esmeijer, H. Fekete, T. Fransen, K. Keramidas, et al. 2019. Are the G20 economies making enough progress to meet their NDC targets? Energy Policy 126: 238–250. https://doi.org/10.1016/j.enpol.2018.11.027.
Eurobarometer Climate change. 2017. https://doi.org/10.2834/92702.
Federal Ministry Republic of Austria Sustainability and Tourism, and Federal Ministry Republic of Austria Transport Innovation and Technology. 2018. Austrian Climate and Energy Strategy. Mission 2030, 1–90. www.bmvit.gv.at.
Field, S., and A. Hoffman. 1994. Model for self-determination. Career Development for Exceptional Individuals 17: 159–169.
Field, S., A. Hoffman, and M. Posche. 2015. Self-determination during. Adolescence 18: 285–293.
Fisher, D.R. 2019. The broader importance of #FridaysForFuture. Nature Climate Change 9: 17–18. https://doi.org/10.1038/s41558-019-0484-y.
Flanagan, C., and M. Stout. 2010. Developmental patterns of social trust between early and late adolescence: Age and school climate effects. Journal of Research on Adolescence 20: 748–773. https://doi.org/10.1038/mp.2011.182.
Gallup: Social Series. 2017. In Gallup Poll.
Greta Thunberg—Person of the Year: 2019. 2019. Time Magazine, 138–139.
Guy, S., Y. Kashmina, I. Walker, and S. O’Neill. 2014. Special issue article : The social psychology of climate change On the relationship between personal experience, affect and risk perception : The case of climate change. European Journal of Social Psychology 440: 430–440.
Harker-Schuch, I.E. 2020. Why is early adolescence so pivotal in the climate change communication and education arena? In International Symposium on Climate Change and the Role of Education, 279–290.
Harker-Schuch, I.E., and C. Bugge-Henriksen. 2013. Opinions and knowledge about climate change science in high school students. Ambio 42: 755–766.
Harker-Schuch, I.E., and M. Watson. 2019. Developing a climate literacy framework for upper secondary students. In International Symposium on Climate Change and the Role of Education, ed. W. Leal, and S. Hemstock, 291–318. Springer.
Harker-Schuch, I.E., F.P. Mills, S.J. Lade, and R.M. Colvin. 2020. CO2peration – Structuring a 3D interactive digital game to improve climate literacy in the 12-13-year-old age group. Computers and Education 144: 103705. https://doi.org/10.1016/j.compedu.2019.103705.
Health, The Lancet Planetary. 2019. Power to the children. The Lancet Planetary Health 3: e102. https://doi.org/10.1016/S2542-5196(19)30048-8.
Hine, D.W., J.P. Reser, W.J. Phillips, R. Cooksey, A.D.G. Marks, P. Nunn, S.E. Watt, G.L. Bradley, et al. 2013. Identifying climate change interpretive communities in a large Australian sample. Journal of Environmental Psychology 36: 229–239. https://doi.org/10.1016/j.jenvp.2013.08.006.
Holmberg, A., and A. Alvinius. 2020. Children’s protest in relation to the climate emergency: A qualitative study on a new form of resistance promoting political and social change. Childhood 27: 78–92. https://doi.org/10.1177/0907568219879970.
Hornsey, M.J., E.A. Harris, and K.S. Fielding. 2018. Relationships among conspiratorial beliefs, conservatism and climate scepticism across nations. Nature Climate Change 8: 614–620. https://doi.org/10.1038/s41558-018-0157-2.
Jensen, F.E., and A.E. Nutt. 2015. The teenage brain: A neuroscientist’s survival guide to raising adolescents and young adults, 1st ed. New York: Harper.
Kahan, D.M. 2015. Climate-science communication and the measurement problem. Political Psychology 36: 1–43. https://doi.org/10.1111/pops.12244.
Kahan, D.M., H. Jenkins-Smith, and D. Braman. 2011. Cultural cognition of scientific consensus. Journal of Risk Research 14: 147–174. https://doi.org/10.1080/13669877.2010.511246.
Kassam, N. 2019. Lowy Institute Poll 2019 - Understanding Australian Attitudes to the World. https://www.lowyinstitute.org/sites/default/files/lowyinsitutepoll-2019.pdf.
Keinert-Kisin, C. 2015. CSR in Austria exemplary social and environmental practice or compliance-driven corporate responsibility? In Corporate Social Responsibility in Europe (pp. 137–151).
Kim, H.-Y. 2017. Statistical notes for clinical researchers: Chi-squared test and Fisher’s exact test. Restorative Dentistry & Endodontics 42: 152. https://doi.org/10.5395/rde.2017.42.2.152.
Lawson, D.F., K.T. Stevenson, M.N. Peterson, S.J. Carrier, R. Strnad, and E. Seekamp. 2018. Intergenerational learning: Are children key in spurring climate action? Global Environmental Change 53: 204–208. https://doi.org/10.1016/j.gloenvcha.2018.10.002.
Lawson, D.F., K.T. Stevenson, M.N. Peterson, S.J. Carrier, L. Strnad, and E. Seekamp. 2019. Children can foster climate change concern among their parents. Nature Climate Change. https://doi.org/10.1038/s41558-019-0463-3.
Lee, K., N. Gjersoe, S. O’Neill, and J. Barnett. 2020. Youth perceptions of climate change: A narrative synthesis. WIREs Climate Change. https://doi.org/10.1002/wcc.641.
Leiserowitz, A., N. Smith, and J.R. Marlon. 2011. American teens’ knowledge of climate change. Walter Staveloz (Association of Science & Technology Centers) 483: 1–63. https://doi.org/10.1192/bjp.112.483.211-a.
Levin, K., S. Bernstein, G. Auld, and B. Cashore. 2012. Overcoming the tragedy of super wicked problems: Constraining our future selves to ameliorate global climate change. Policy Science 45: 123–152.
Leviston, Z., M. Greenhill, and I. Walker. 2014. Australian attitudes to climate change and adaptation: 2010–2014. https://doi.org/10.4225/08/584AF21158FE9.
Lombardi, D., and G.M. Sinatra. 2013. Emotions about teaching about human-induced climate change. International Journal of Science Education 35: 167–191. https://doi.org/10.1080/09500693.2012.738372.
Makkreel, R.A. 1975. Dilthey–Philosopher of the human studies, 2nd ed. Princeton: Princeton University Press.
McBean, G.A., and H.G. Hengeveld. 2000. Communicating the science of climate change: A mutual challenge for scientists and educators. Canadian Journal of Environmental Education (CJEE) 5: 9–25.
Mead, E., C. Roser-renouf, and J.A. Flora. 2012. Information seeking about global climate change among young adolescents. Atlantic Journal of Communication 20: 31–52. https://doi.org/10.1080/15456870.2012.637027.Information.
Meehan, C.R., B.L.M. Levy, and L. Collet-Gildard. 2018. Global climate change in US high school curricula: Portrayals of the causes, consequences, and potential responses. Science Education 102: 498–528. https://doi.org/10.1002/sce.21338.
Merzian, R., A. Quicke, E. Bennett, R. Campbell, and T. Swann. 2019. Climate of the Nation 2019—The Climate Institute. https://www.tai.org.au/content/climate-nation-2019.
Milfont, T.L. 2012. The interplay between knowledge, perceived efficacy, and concern about global warming and climate change: A one-year longitudinal study. Risk Analysis 32: 1003–1020. https://doi.org/10.1111/j.1539-6924.2012.01800.x.
Moser, S.C. 2016. Reflections on climate change communication research and practice in the second decade of the 21st century: What more is there to say? Wiley Interdisciplinary Reviews: Climate Change 7: 345–369. https://doi.org/10.1002/wcc.403.
Moser, S.C., and L. Dilling. 2012. Communicating climate change: Closing the science-action gap. The Oxford Handbook of Climate Change and Society. https://doi.org/10.1093/oxfordhb/9780199566600.003.0011.
Murphy, F. 2020. Austria’s Kurz back in power with Greens after far-right fiasco. Reuters. https://www.reuters.com/article/us-austria-politics/austrias-kurz-back-in-power-with-greens-after-far-right-fiasco-idUSKBN1Z619A.
Nature Editorial. 2018. Adolescence science must grow up. Nature 554: 465. https://doi.org/10.1038/d41586-018-02185-w.
Nemec, J., C. Gruber, B. Chimani, and I. Auer. 2013. Trends in extreme temperature indices in Austria based on a new homogenised dataset. International Journal of Climatology 33: 1538–1550. https://doi.org/10.1002/joc.3532.
O’Neill, S., and S. Nicholson-Cole. 2009a. Fear won’t do it. Science Communication 30: 355–379. https://doi.org/10.1177/1075547008329201.
O’Neill, Saffron, and S. Nicholson-Cole. 2009b. Fear won’t do it. Visual and Iconic Representations. Science Communication 30: 355–379. https://doi.org/10.1177/1075547008329201.
Ojala, M. 2012a. How do children cope with global climate change? Coping strategies, engagement, and well-being. Journal of Environmental Psychology 32: 225–233. https://doi.org/10.1016/j.jenvp.2012.02.004.
Ojala, M. 2012b. Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change? International Journal of Environmental & Science Education 7: 537–561.
Pearce, W., B. Brown, B. Nerlich, and N. Koteyko. 2015. Communicating climate change: Conduits, content, and consensus. Wiley Interdisciplinary Reviews: Climate Change 6: 613–626. https://doi.org/10.1002/wcc.366.
Piaget, J. 1972. Intellectual evolution from adolescence to adulthood. Human Development 51: 40–47.
Plutzer, E., A.L. Hannah, J. Rosenau, M.S. McCaffrey, M. Berbeco, and A.H. Reid. 2016. Mixed messages: How climate is taught in America’s schools. In National Center for Science Education. (Vol. 99). http://ncse.com/files/MixedMessages.pdf.
Poortinga, W., A. Spence, L. Whitmarsh, S. Capstick, and N.F. Pidgeon. 2011. Uncertain climate: An investigation into public scepticism about anthropogenic climate change. Global Environmental Change 21: 1015–1024. https://doi.org/10.1016/j.gloenvcha.2011.03.001.
Potter, E., and C. Oster. 2008. Communicating climate change: Public responsiveness and matters of concern. Media International Australia 127: 116–126.
Ranney, M.A., and D. Clark. 2016. Climate change conceptual change: Scientific information can transform attitudes. Topics in Cognitive Science 8: 49–75. https://doi.org/10.1111/tops.12187.
Rhomberg, M. 2016. Climate change communication in Austria. Oxford Research Encyclopedia—Climate Change, December, 1–30. https://doi.org/10.1093/acrefore/9780190228620.013.449.
Rohloff, A. 2018. On climate change, ‘nature’, and the ‘environment’ (Amanda Rohloff (Ed.); 1st ed.). Abington: Routledge.
Rosso, I.M., A.D. Young, L.A. Femia, and D.A. Yurgelun-Todd. 2004. Cognitive and emotional components of frontal lobe functioning in childhood and adolescence. Annals of the New York Academy of Sciences 1021: 355–362. https://doi.org/10.1196/annals.1308.045.
Saltzman, K., L. Head, and M. Stenseke. 2011. Do cows belong in nature? The cultural basis of agriculture in Sweden and Australia. Journal of Rural Studies 27: 54–62. https://doi.org/10.1016/j.jrurstud.2010.09.001.
Scannell, L., and R. Gifford. 2013. Personally relevant climate change: The role of place attachment and local versus global message framing in engagement. Environment and Behavior 45: 60–85. https://doi.org/10.1177/0013916511421196.
Schütze, C.F., and K. Bennhold. 2020. Head-scarf ban and carbon taxes: Austria gets an unlikely Government. The New York Times. https://www.nytimes.com/2020/01/02/world/europe/austria-kurz-greens-coalition-government.html.
Shi, J., V.H.M. Visschers, and M. Siegrist. 2015. Public perception of climate change: The importance of knowledge and cultural worldviews. Risk Analysis 35: 2183–2201. https://doi.org/10.1111/risa.12406.
Shi, J., V.H.M.M. Visschers, M. Siegrist, and J. Arvai. 2016. Knowledge as a driver of public perceptions about climate change reassessed. Nature Climate Change 6: 759–762. https://doi.org/10.1038/nclimate2997.
Silva Dias, T., and I. Menezes. 2014. Children and adolescents as political actors: Collective visions of politics and citizenship. Journal of Moral Education 43: 250–268. https://doi.org/10.1080/03057240.2014.918875.
Skalík, J. 2015. Climate change awareness and attitudes among adolescents in the Czech Republic. Journal of Envigogika 10: 1–19. https://doi.org/10.14712/18023061.472.
Skamp, K., E. Boyes, and M. Stanisstreet. 2013. Beliefs and willingness to act about global warming: Where to focus science pedagogy? Science Education 97: 191–217.
Skamp, K., E. Boyes, M. Stanisstreet, M. Rodriguez, G. Malandrakis, R. Fortner, A. Kilinc, and N. Taylor. 2019. Voting for change: An international study of students ’ willingness to support measures to ameliorate climate change. Research in Science Education.
Statistisches Jahrbuch der Stadt Wien 2017. 2017. https://www.wien.gv.at/statistik/publikationen/jahrbuch.html.
Steentjes, K., N. Pidgeon, W. Poortinga, A. Corner, A. Arnold, G. Böhm, C. Mays, M. Poumadère, et al. 2017. European perceptions of climate change: Topline findings of a survey conducted in four European countries in 2016. In Cardiff: Cardiff University.
Stevenson, K.T., T.L. King, K.R. Selm, M.N. Peterson, and M.C. Monroe. 2018a. Framing climate change communication to prompt individual and collective action among adolescents from agricultural communities. Environmental Education Research 24: 365–377. https://doi.org/10.1080/13504622.2017.1318114.
Stevenson, K.T., M. Nils Peterson, and H.D. Bondell. 2018b. Developing a model of climate change behavior among adolescents. Climatic Change 151: 589–603. https://doi.org/10.1007/s10584-018-2313-0.
Stevenson, K.T., and N. Peterson. 2016. Motivating action through fostering climate change hope and concern and avoiding despair among adolescents. Sustainability (Switzerland) 8: 1–10. https://doi.org/10.3390/su8010006.
Stevenson, K.T., N. Peterson, H. Bondell, S. Moore, and S. Carrier. 2014. Overcoming skepticism with education: Interacting influences of worldview and climate change knowledge on perceived climate change risk among adolescents. Climatic Change 126: 293–304. https://doi.org/10.1007/s10584-014-1228-7.
Thew, H., L. Middlemiss, and J. Paavola. 2020. “Youth is not a political position”: Exploring justice claims-making in the UN Climate Change Negotiations. Global Environmental Change. https://doi.org/10.1016/j.gloenvcha.2020.102036.
UNICEF. 2015. Unless we act now—The impact of Climate Change on Children.
Van Valkengoed, A.M., and L. Steg. 2019. Meta-analyses of factors motivating climate change adaptation behaviour. Nature Climate Change. https://doi.org/10.1038/s41558-018-0371-y.
Visintainer, T., and M. Linn. 2015. Sixth-grade students’ progress in understanding the mechanisms of global climate change. Journal of Science Education and Technology 24: 287–310. https://doi.org/10.1007/s10956-014-9538-0.
Whitmarsh, L., and I. Lorenzoni. 2010. Perceptions, behavior and communication of climate change. Wiley Interdisciplinary Reviews: Climate Change 1: 158–161. https://doi.org/10.1002/wcc.7.
Wray-Lake, L., C.A. Flanagan, and D.W. Osgood. 2010. Examining trends in adolescent environmental attitudes, beliefs, and behaviors across three decades. Environment and Behavior 42: 61–85. https://doi.org/10.1177/0013916509335163.
Acknowledgements
The authors would like to thank Ms Michel Watson, Ms Mita Anggaryani, and Ms Jennifer Colley, CPAS, The Australian National University; Ms Quita Olsen and Dr Johanna Kurscheid, Department of Global Health, The Australian National University (assisted in data collection and monitoring of class lessons). Inez Harker-Schuch was supported by an Australian Government Research Training Program (RTP) Scholarship. Dr Steven Lade receives support from the Swedish Research Council Formas (Project Grant 2014-589).
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Electronic supplementary material
Below is the link to the electronic supplementary material.
Rights and permissions
About this article
Cite this article
Harker-Schuch, I., Lade, S., Mills, F. et al. Opinions of 12 to 13-year-olds in Austria and Australia on the concern, cause and imminence of climate change. Ambio 50, 644–660 (2021). https://doi.org/10.1007/s13280-020-01356-2
Received:
Revised:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s13280-020-01356-2