Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.

This article reviews recent research about climate-change hope and engagement. Cognitive climate-change hope is consistently positively related to engagement, while the results are less consistent regarding hope as an emotion. It is argued that when conducting research about hope as an emotion sources of hope need to be considered, since they can be both constructive and less constructive seen from a climate-change engagement perspective. Additionally, collective climate-change action can lead to constructive hope. The conclusion is that in future research there is a need to go beyond the dichotomy between cognition and emotion and in interventions to go beyond optimistic messages and take into account preconditions for constructive hope.

Taking its departure in the transactional theory of coping and socialization theories, this questionnaire study investigates how coping with climate change among late adolescents (N = 705) relates to proenvironmental behavior and communication with significant others about societal problems. Deemphasizing the problem was negatively associated with proenvironmental behavior, whereas problem-focused and meaning-focused coping were positively associated with proenvironmental behavior. Two communication patterns with fathers, mothers, and friends were identified: one solution oriented and supportive, and one dismissive and doom-and-gloom oriented. The positive patterns correlated positively with problem-focused and meaning-focused coping, whereas the negative patterns correlated positively with deemphasizing. Communication with fathers was particularly important in explaining deemphasizing and problem-focused coping. A structural equation modeling (SEM) analysis showed that coping mediates the effects of communication patterns on behavior, whereas problem-focused coping mediates the influence of other coping strategies on behavior. The study demonstrates the importance of considering coping as a factor in the socialization of proenvironmental behavior.

Scholars in the field of education for sustainable development argue that it is vital that educators take emotions into account when teaching about global problems such as climate change. How to do this in the best way is still debated, however. This article aims to contribute to this discussion by arguing for the importance of critical emotional awareness (CEA). CEA is vital for future teachers to gain, but also for their future students to learn to be able to fight sustainability problems in everyday life and in occupational roles. Through theoretical argumentation and insights from empirical studies, the article elaborates on the following questions: Why is CEA important? What components does this concept consist of? Some key characteristics are that CEA combines insights from emotion research and critical social science. It should be anchored in multidisciplinary emotion theories and research and should acknowledge both emotions and ways to cope. It is also vital to recognize that emotions and emotion regulation take place at individual and interactional levels and are, furthermore, influenced by larger societal emotion norms. CEA implies that these aspects are critically discussed in learning situations and that teacher education should give teachers the skills to lead such discussions.

The aim of this study is to explore senior high-school teachers’ beliefs about the role of emotions in climate change education and their perception of how they deal with emotional reactions in the classroom. The theoretical framework consists of meta-emotion philosophies, teachers’ beliefs, and critical emotion theories. Sixteen Swedish teachers were interviewed. Four overarching emotion beliefs were identified: a disapproving view, a danger-oriented view, a partial acceptance view, and a complexity view. Four overarching coaching themes were found: avoidance, action-based and reappraisal-based coaching, strategies to approach negative emotions, and flexibility and adjustment-based coaching. Implications for teacher education are discussed. Supplemental data for this article is available online at https://doi.org/10.1080/00958964.2020.1845589.

Climate change is an existential threat facing humanity on a global scale. To handle this problem, all societal actors, including young people, need to get involved. This narrative review focuses on what implications climate change has for research in developmental psychology. It is argued that how young people relate to climate change is closely associated with key issues dealt with in this research field. The aim of this article is to present an overview of research about young people and climate change concerning four interrelated topics: (a) climate change and mental well-being, (b) coping with climate change, (c) private-sphere pro-environmental behaviour as a form of pro-social development, and d) climate change and political socialization. The emphasis is on young people from middle childhood to early adulthood. Implications for future research are discussed, for instance, the need for more longitudinal and intervention studies.