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In this article, we follow the approach taken by Riesch and Spiegalhalter in "Careless pork costs lives': Risk stories from science to press release to media' published in this journal, and offer an assessment of one example of a 'risk story'. Using content and thematic qualitative analysis, we consider how the findings of an article 'Fetal Alcohol Exposure and IQ at Age 8: Evidence from a Population-Based Birth-Cohort Study' were framed in the article itself, the associated press release, and the subsequent extensive media coverage. We contextualise this consideration of a risk story by discussing a body of work that critically engages with the development and global proliferation of efforts to advocate for alcohol abstinence to pregnant (and pre-pregnant) women. This work considers the 'democratisation' of risk, a term used to draw attention to the expansion of the definition of the problem of drinking in pregnancy to include any drinking and all women. We show here how this risk story contributed a new dimension to the democratisation of risk through claims that were made about uncertainty and certainty. A central argument we make concerns the contribution of the researchers themselves (not just lobby groups or journalists) to this outcome. We conclude that the democratisation of risk was advanced in this case not simply through journalists exaggerating and misrepresenting research findings, but that communication to the press and the initial interpretation of findings played their part. We suggest that this risk story raises concerns about the accuracy of reporting of research findings, and about the communication of unwarrantedly worrying messages to pregnant women about drinking alcohol.

Marine litter is a global environmental problem, and working with educators and school students has much potential to facilitate greater public understanding of the solutions and to enable action. This research examined two new educational activities designed to empower European educators and school students to engage with the topic of marine litter, particularly focusing on behavior and on known determinants of behavior rather than knowledge alone. In Study 1, 120 educators participated in an online training course on marine litter, and completed a pre- and post-course questionnaire to assess change. After participating in the course, educators felt significantly more skillful and confident to incorporate marine litter education into their future teaching. In Study 2, 341 school students (7–18 years old) participated in an educational video competition on marine litter, and completed a pre-post questionnaire to assess change. Following the educational activity, students were more concerned about marine litter, had a better understanding of the issue, causes and impacts, and reported performing more waste-reduction behaviors. This research brings together educational and behavioral literatures and demonstrates how educational activities can be documented and evaluated systematically in the quest of tackling marine litter.

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.

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 socio-demographic 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 out-group (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.

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 on land and at sea. Enhanced societal awareness but also co-responsibility across different sectors and improved interactions between stakeholders are necessary.\ud \ud 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; and 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, preventive measures. Evaluation during implementation shows that these activities are effective in improving individuals' perceptions about the problem but also commitment in being part of the solution. This paper summarises MARLISCO's approach and highlights a selection of outcomes.

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 years and boys from age 7 years believed, and thought adults believed, that boys are academically inferior to girls. Study 2 manipulated stereotype threat, informing children aged 7–8 years (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' performance. Study 3 counteracted stereotype threat, informing children aged 6–9 years (n = 184) that boys and girls were expected to perform similarly. This improved the performance of boys and did not affect that of girls.