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This study is concerned with the risk literacy of young people in the context of nanoparticles in everyday products. A model is developed for use in evaluating the competence of school pupils (SP) in risk assessment (risk literacy): the Risk Literacy Model (RLM). Building on the findings from risk research and the social psychological Elaboration Likelihood Model (ELM) by Petty and Cacioppo (1986), the RLM differentiates between the processing of information regarding risk assessment which is based on either a deeper cognitive analysis (central route), or on the use of peripheral cues (peripheral route). The RLM assumes that sufficient knowledge and motivation (like the ELM) and reflection ability represents the prerequisite for information processing via the central route.

Using a sample of N = 132 school pupils (SP) from secondary level II [corresponding to ISCED Level 3] at a secondary school in Bremen, the prerequisites of central information processing, risk propensity and risk literacy with regard to everyday products containing substances with nanoparticles were measured using a questionnaire with closed (quantitative) and open (qualitative) response formats. Risk propensity was measured before and after presentation of a short scientific text and several evaluative statements by institutions or fictitious individuals on nanoparticles in everyday products. With the help of the RLM, the risk-related judgements of the SP were then categorised as to whether they are based on central or peripheral information processing.

The results show that none of those questioned fulfil the prerequisites for central processing of information about nanoparticle-containing everyday products. Accordingly, the analysis of the quality of risk judgements on the basis of the RLM also showed that in all cases, the peripheral route was used to make risk judgements. The degree of risk literacy was thus very low. However, the risk propensity of those questioned decreased considerably through the reception of the information presented. It is recommended that risk literacy – as an aspect of assessment competence – be more strongly promoted in natural science lessons. In order to do so, it is necessary to develop tasks regarding risk assessment as well as procedures pupils can use to find solutions.