Marine litter is a significant environmental problem inherently linked to individuals' purchasing, use and disposal behaviour. This research examined 176 British schoolchildren's (aged 8-13 years) baseline marine litter understanding and self-reported actions, and tested the impact of an educational intervention. All children participated in the educational intervention and completed a pre- and post-intervention questionnaire. At baseline, children were quite concerned about marine litter and recognised some of the causes and impacts of the problem. Children also reported taking a number of actions to help solve the problem. After the intervention, children were significantly more concerned, had a better understanding of the causes and negative impacts, and reported engaging in more actions to reduce the potential causes of marine litter. Understanding the perceptions and behaviours of children is crucial as they represent current and future actors and a potentially important source of social influence among their peers, parents and community.

Three studies examined the role of stereotype threat in boys' academic underachievement.Study 1 (children aged 4-10, n = 238) showed that girls from age 4 and boys from age 7 believed, and thought adults believed, that boys are academically inferior to girls. Study 2 manipulated stereotype threat, informing children aged 7-8 (n = 162) that boys tend to do worse than girls at school. This manipulation hindered boys' performance on a reading, writing, and math test, but did not affect girls'. Study 3 counteracted stereotype threat, informing children aged 6-9 (n= 184) that boys and girls were expected to perform similarly.This improved the performance of boys and did not affect that of girls.

Marine litter is a global challenge and society plays an important role via lifestyles and behaviour, including policy support. We analysed public perceptions of marine litter and contributing factors, using data from 1133 respondents across 16 European countries. People reported high levels of concern about marine litter, and the vast majority (95%) reported seeing litter when visiting the coast. The problem was attributed to product and packaging design and behaviour rather than lack of facilities or accidental loss of items. Retailers, industry and government were perceived as most responsible, but also least motivated and competent to reduce marine litter, whereas scientists and environmental groups were perceived as least responsible but most motivated and competent. Regression analyses demonstrated the importance of psychological factors such as values and social norms above sociodemographic variables. These findings are important for communications and interventions to reduce inputs of marine litter to the natural environment.

The present research tested a prejudice-reduction intervention based on imagined contact. White children imagined interacting with a child from an ethnic outgroup (Asian) once a week for 3 weeks, or did not take part in this activity (control group). Compared with the control group, children who engaged in imagined contact subsequently showed more positive attitudes, greater perceived similarity, and willingness for intergroup contact. The effect of the intervention on willingness for contact was mediated by positive attitude change. Implications for imagined-contact theory and the development of prejudice-reduction techniques for schools are discussed.Psychological research has demonstrated that from a young age, children can express negative intergroup attitudes, whereby they have more positive views of members of their own social group, compared with other groups. This is the case, for example, with ethnic groups, nationalities, teams, and even ad hoc minimal groups (see

Marine litter is a pervasive and complex societal problem but has no simple solution. Inadequate practices at all levels of production-use-disposal contribute to accumulation of waste in land and sea. Enhanced societal awareness but also co-responsibility across different sectors and improved interactions between stakeholders is necessary. MARLISCO was a European initiative, which developed and implemented activities across 15 countries. It worked towards raising societal awareness and engagement on marine litter, through a combination of approaches: public exhibitions in over 80 locations; a video competition involving 2100 students; a legacy of educational and decision-supporting tools. 12 national participatory events designed to facilitate dialogue on solutions brought together 1500 stakeholders and revealed support for cross-cutting, preventing measures. Evaluation during implementation shows these activities are effective in improving individuals' perceptions about the problem but also commitment in being part of the solution. This paper summarises MARLISCO approach and highlights a selection of outcomes.