Climate change is an overarching factor in the macrosystem of children’s lives, with impacts filtering through every other system to affect their well-being. This chapter outlines the reality of the crisis and the urgent need for speedy action to mitigate it. It reviews evidence of its impact on many aspects of children’s development, emphasizing the inequality of its impacts on children in different contexts. The chapter examines children’s reactions to knowledge about the threat posed by climate change. Their awareness of climate change and their responses to this knowledge are both reflections of their sociopolitical contexts and expressions of their social development, as well as influencing their future social development. The chapter addresses how one can best support children to cope and be resilient in the face of climate change, including taking a longer-term perspective on the skills and attributes they will need to thrive in a climate-changed world. Finally, it draws together implications from current knowledge and reflects on the obligations of those whose concern, whether as researchers, educators, practitioners, parents, or other caretakers, is the healthy development of children in this unprecedented time of climate crisis. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
Autor(es):AnnSanson, Karina Padilla y Judith Van Hoorn
Año: 2022
Página del capítulo: 206-223
Url: https://psycnet.apa.org/record/2023-08308-011