{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,2]],"date-time":"2026-03-02T13:56:23Z","timestamp":1772459783333,"version":"3.50.1"},"reference-count":93,"publisher":"MDPI AG","issue":"5","license":[{"start":{"date-parts":[[2026,2,28]],"date-time":"2026-02-28T00:00:00Z","timestamp":1772236800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"National Funds through the Portuguese Foundation for Science and Technology","award":["PSI\/01662"],"award-info":[{"award-number":["PSI\/01662"]}]},{"name":"National Funds through the Portuguese Foundation for Science and Technology","award":["UID\/01662\/2025"],"award-info":[{"award-number":["UID\/01662\/2025"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Sustainability"],"abstract":"<jats:p>As in schools worldwide, climate change (CC) is addressed in curricula and environmental programs in Portugal. Grounded in Bandura\u2019s human agency theory, effective CC mitigation requires the capacity to intentionally initiate, sustain, and reflect on behaviors to reduce greenhouse gas emissions, i.e., climate agency. This study aimed to map school\u2019s role (environmental initiatives and CC teaching) in developing students\u2019 climate agency and its determinants. Participants included 42 school representatives and 24 teachers from various subjects. Data sets, collected through online surveys, semi-structured interviews, and a focus group, were analyzed using content analysis. School representatives emphasized school initiatives requiring significant levels of student engagement (e.g., cleanups) but with limited participation. Most teachers reported employing transmissive teaching approaches, complemented by audio\u2013visual resources and classroom discussions. Interviewees identified facilitators (e.g., family pro-environmental behaviors and municipal support), but mostly obstacles (e.g., limited instruction time and surface approach to learning) that contributed to a perceived minimal impact of CC education on their students. Overall, the data suggest that current environmental programs and CC teaching are not consistently developing students\u2019 climate agency. The findings highlight the need to rethink formal and informal approaches to promote high-quality CC education and student agency in addressing the climate crisis.<\/jats:p>","DOI":"10.3390\/su18052350","type":"journal-article","created":{"date-parts":[[2026,3,2]],"date-time":"2026-03-02T12:39:56Z","timestamp":1772455196000},"page":"2350","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["\u201cWe Leave at Least a Little Seed\u201d: The School\u2019s Role in Developing Students\u2019 Agency Toward Climate Change"],"prefix":"10.3390","volume":"18","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8604-2049","authenticated-orcid":false,"given":"Jennifer","family":"Cunha","sequence":"first","affiliation":[{"name":"Psychology Research Center, School of Psychology, University of Minho, 4710-057 Braga, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5744-3617","authenticated-orcid":false,"given":"Marcelo","family":"F\u00e9lix","sequence":"additional","affiliation":[{"name":"Psychology Research Center, School of Psychology, University of Minho, 4710-057 Braga, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3491-1788","authenticated-orcid":false,"given":"Sara","family":"Miranda","sequence":"additional","affiliation":[{"name":"Psychology Research Center, School of Psychology, University of Minho, 4710-057 Braga, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3221-1916","authenticated-orcid":false,"given":"Pedro","family":"Ros\u00e1rio","sequence":"additional","affiliation":[{"name":"Psychology Research Center, School of Psychology, University of Minho, 4710-057 Braga, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2026,2,28]]},"reference":[{"key":"ref_1","unstructured":"UNESCO-IBE, and Opertti, R. 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