This article begins by explaining the core challenge in climate change communication: although technological solutions exist (such as reduced meat consumption, cycling for transportation, and energy-efficient appliances), social barriers prevent implementation of the collective action needed to address climate change. The authors draw on the concept of "reflexive modernization," which suggests that as societies become informed about environmental risks, they refuse to accept them and demand change. This pattern occurred with previous environmental crises like ozone depletion and acid rain.
However, with climate change, the authors identify a different dynamic at work, particularly in the United States. Political ideologies create "anti-reflexive forces" that cause people to ignore climate risks despite scientific evidence. Existing climate communication strategies such as strategic framing (packaging messages to be compatible with receivers' worldviews) and trusted messengers (using speakers who signal that messages conform to group values) have shown some success in specific contexts but have failed to overcome broader polarization on climate change.
The authors propose that child-based climate communication represents a promising but understudied pathway to reach adults. They provide two major arguments for why children may be especially effective climate communicators:
- Children can separate science from politics: Research shows that when children acquire substantial knowledge about climate change, they tend to reach consensus on its anthropogenic causes regardless of worldview, unlike adults whose education levels can drive them further apart on climate issues. Children's views appear robust against potential denial from adults in their lives, including teachers.
- Children are trusted messengers: Parents are more willing to discuss uncomfortable topics with their children than with other adults. The parent-child bond can help facilitate conversations about difficult subjects, potentially overcoming anti-reflexivity. The authors cite examples including former U.S. Congressman Bob Inglis, a climate change denier who changed his position because of his son's influence.
The article outlines five key principles for promoting effective child-to-adult IGL on climate action:
- Focus on local issues rather than global climate change
- Design longer-term, in-depth lessons (preferably with repeated contact lasting weeks or more)
- Include hands-on projects
- Ensure teachers are enthusiastic
- Actively encourage parental participation through homework components
The authors acknowledge a lack of experimental research specifically testing the causal relationship between climate change education for children and changes in parent attitudes or behaviors. While observational studies suggest parents and children share perceptions about climate change, the directionality of influence (parent-to-child vs. child-to-parent) remains unclear.
The researchers identify several barriers to conducting IGL research:
- Research with children requires additional approvals and permissions
- Collecting paired data from parents and children creates logistical challenges
- Developing equivalent instruments for both demographics is difficult
- Interdisciplinary collaboration is needed but challenging to achieve
Despite these challenges, the authors offer suggestions for future research directions, including:
- Utilizing and contributing to behavior theories to understand which factors are effective at fostering IGL
- Exploring contexts where IGL occurs (e.g., multi-generational households, families where children act as language translators)
- Investigating how family-level communication contributes to community-wide change
The article concludes by addressing potential criticism that IGL approaches inappropriately burden children, noting that many youth-led environmental and social movements demonstrate children's eagerness and ability to take active roles in addressing climate change. Examples include the Juliana v. US lawsuit where 21 adolescents sued the U.S. government over climate inaction, and fourth and fifth graders who successfully petitioned Dunkin' Donuts to stop using Styrofoam cups.
For environmental education practitioners, this article offers a compelling argument to design climate education programs that not only prepare children for a climate-changed future but also empower them as change agents who can influence adult attitudes and behaviors today. The authors suggest that by considering the principles they outline and encouraging child-to-parent discussion, educators may be able to overcome barriers that have stymied other climate communication approaches.
The Bottom Line
This article presents a compelling case for leveraging child-to-adult intergenerational learning (IGL) as an underutilized strategy in climate change communication. The authors argue that while technological solutions to climate change exist, social and political barriers—particularly "anti-reflexivity" (politically driven climate change skepticism)—prevent widespread climate action, especially in the United States. Traditional climate communication strategies like strategic framing have shown limited success in overcoming these barriers. The researchers propose that children represent a uniquely positioned and trusted conduit for climate change communication to adults. Unlike adults whose political ideologies often drive climate change perceptions, children more readily accept scientific consensus on climate change regardless of worldview, and they maintain trusted relationships with parents that may help overcome ideological resistance. The authors review evidence supporting this approach and outline principles for designing effective IGL climate education programs, while acknowledging research challenges and calling for further experimental studies to establish causality in this promising field.