Loneliness is associated with life transitions such as new motherhood, yet there are few studies investigating the issue in this population. Using data from semi-structured interviews and an interpretative phenomenological analysis, this exploratory study sought to understand seven new mothers' experiences of loneliness. Experiences were organised around three themes, reflecting loneliness arising from making unfavourable self-comparisons with perceived mothering 'norms', from reduced social contact and relationships lacking in empathy. Accounts were homogeneous and point to potential solutions to ameliorate loneliness in new mothers; encouraging empathy in new mothers' partners and countering prevalent unrealistic representations of motherhood with more pragmatic accounts.

Despite the scale of the predicted impact of climate change on future generations, most of the academic literature investigating perceptions of climate change relates to adults or young adults rather than children and adolescents. In this review, we synthesize literature relating to 8‐ to 19‐year‐old's perceptions and understandings of climate change, in order to identify trends and inconsistencies, potential gaps in knowledge, and directions for future research. A comprehensive search strategy identified 51 international studies, using quantitative (n = 36), qualitative (n = 9), and mixed methods (n = 6). The included studies date from 1993 to 2018. The analysis outlines levels of reported belief and concern about climate change and perceptions of its causes and consequences. It also details reported perceptions of viable solutions to climate change and notions of responsibility for implementing these. Scientifically accurate knowledge generally increased with age, although misconceptions persisted across the age range. In some studies, younger children expressed greater concern and were more willing to take action than older adolescents. Levels of belief, concern, and willingness to take action were lower in the United States, United Kingdom, and Australia than in other countries. In conclusion, we discuss potential explanations for these age and place‐related differences, examining the age‐related findings in the context of concepts and theories in developmental psychology. We outline the limitations of our review and the reviewed studies, and note potential avenues for future research and implications for educational policy and practice. This article is categorized under: Perceptions, Behavior, and Communication of Climate Change > Perceptions of Climate Change

Climate change poses a grave threat to future generations, yet relatively little research examines children’s understandings of the issue. This study examines the questions children ask about climate change – rather than their answers to adults’ questions – exploring whether their questions suggest they view climate change as psychologically proximal or distant. Children aged 10–12 from 14 UK schools took part in an online event, asking scientists questions in a ‘climate zone’. The questions were analysed using thematic analysis. The themes related to the nature and reality of climate change, its causes, impacts, and solutions. Participants seemed most exercised about the future impacts of and ways of ameliorating climate change, with some questions evoking science-fiction disaster imagery. The contents of participants’ questions elucidated the ways in which they position climate change as both a proximal and distant phenomenon.

The youth climate movement has gathered pace and notoriety since its inception at COP21. Here we show that although adolescents share the view that climate change is an injustice and that urgent action is required, they express varied views about strikes and strikers. These differences appear aligned with their own choices to participate, or not, in the strikes.

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