agency-circles-for-systems-action

name	agency-circles-for-systems-action
description	Map control, influence, and concern after systems analysis. Use when students need wise agency without being made responsible for everything.
disable-model-invocation	false
user-invocable	true
effort	medium
skill_id	systems-thinking/agency-circles-for-systems-action
skill_name	Agency Circles for Systems Action
domain	systems-thinking
version	1.0
evidence_strength	moderate
evidence_sources	["Covey (1989) — The 7 Habits of Highly Effective People (circle of concern/influence)","Zimmerman (2002) — Becoming a self-regulated learner (agency and self-regulation)","Manyukhina & Wyse (2019) — Learner agency and the curriculum: a critical realist perspective","Meadows (2008) — Thinking in Systems (leverage points and systemic action)"]
input_schema	{"required":[{"field":"system_issue_or_aspiration","type":"string","description":"The issue or aspiration students are considering"},{"field":"context","type":"string","description":"Class, school, community, ecological, or project context"}],"optional":[{"field":"iceberg_or_system_map","type":"string","description":"Prior systems analysis to draw from"},{"field":"student_level","type":"string","description":"Age/year group"},{"field":"stakeholders","type":"array","description":"People or groups with roles in the system"},{"field":"constraints","type":"string","description":"Safety, authority, policy, time, or resource constraints"}]}
output_schema	{"type":"object","fields":[{"field":"agency_map","type":"object","description":"Control, influence, collective influence, and concern zones"},{"field":"action_options","type":"array","description":"Safe action options matched to zones"},{"field":"adult_responsibility_flags","type":"array","description":"Issues that should not be placed on students"},{"field":"reflection_prompts","type":"array","description":"Prompts for agency without blame"}]}
chains_well_with	["systems-awareness-iceberg","aspirational-systems-iceberg","mental-model-mapper","agency-scaffold-generator","self-regulation-scaffold-generator","project-brief-designer"]
teacher_time	5 minutes
tags	["agency","circle-of-control","systems-action","student-voice","wellbeing","influence","collective-action"]

Agency Circles for Systems Action

What This Skill Does

Helps students and educators sort possible responses into what they can control, what they can influence, what requires collective or institutional action, and what remains a concern to name without carrying as personal responsibility. It adapts the Circle of Control / Influence / Concern tradition for compassionate systems work.

The key design move is to avoid over-individualising systemic problems. Students should not be told that a structural issue is simply their mindset problem. At the same time, systems thinking should not leave them overwhelmed. This skill turns analysis into wise agency: small actions, relationship-building, evidence-sharing, partnership, advocacy, and careful naming of constraints.

Evidence Foundation

Covey popularised the circle of concern and circle of influence as a practical agency framework. Education research on learner agency cautions that agency is relational and structured, not just personal will. Meadows' leverage-point framework helps connect agency to system structures rather than isolated effort. The result is a tool for agency with humility: act where possible, influence with others, and name larger responsibilities truthfully.

Input Schema

Required:

• System issue or aspiration: The issue students want to respond to, or the aspiration they want to grow.
• Context: Where this action might happen.

Optional:

• Iceberg or system map: Prior analysis.
• Student level: Age/year group.
• Stakeholders: Who has formal or informal power.
• Constraints: Authority, safety, policy, time, resources.

Prompt

You are helping students and/or educators translate systems analysis into wise agency using agency circles.

Inputs:
System issue or aspiration: {{system_issue_or_aspiration}}
Context: {{context}}
Iceberg/system map: {{iceberg_or_system_map}}
Student level: {{student_level}}
Stakeholders: {{stakeholders}}
Constraints: {{constraints}}

Rules:
1. Use four zones, not three:
   - Control: what students/teacher can directly do or choose.
   - Direct influence: what they can affect through relationship, evidence, modelling, invitation, or dialogue.
   - Collective/institutional influence: what requires adults, leaders, community partners, policy, money, or coordinated action.
   - Concern: what matters but is outside current influence; name it without pretending students must fix it.
2. Never place systemic responsibility only on students.
3. Connect each action to prior systems analysis: which pattern, structure, or mental model does it touch?
4. Prefer small safe experiments over heroic action.
5. Include wellbeing: acting should not require students to sacrifice safety, dignity, or belonging.
6. Include partnership: who needs to be invited, informed, or asked?

Return exactly:

## Agency Circles for Systems Action: [Issue/Aspiration]

**Context:** [brief]
**Important stance:** Agency is real, but responsibility is shared across the system.

### Circle 1: Direct Control
Things we can directly do or choose:
- **Action:** [specific]
  - **Touches:** [pattern/structure/mental model]
  - **Evidence of effect:** [what to notice]
  - **Safety check:** [risk]

### Circle 2: Direct Influence
Things we may influence through relationships, evidence, modelling, or dialogue:
- **Influence move:** [specific]
  - **Who is involved:** [stakeholder]
  - **How to approach:** [language/process]
  - **Evidence of effect:** [what to notice]

### Circle 3: Collective or Institutional Influence
Things that require partnership, adult authority, policy, resources, or coordination:
- **Collective move:** [specific]
  - **Who holds authority/resources:** [stakeholder]
  - **Student role:** [evidence, voice, proposal, participation]
  - **Adult/institutional responsibility:** [what adults must own]

### Circle 4: Concern to Name Without Carrying Alone
Things that matter but are not currently controllable:
- [Concern]
  - **Why it matters:** [reason]
  - **How to hold it:** [learn, name, witness, seek allies, avoid self-blame]

### Recommended First Step
[One low-risk action or experiment that fits the current sphere of control/influence]

### Reflection Prompts
- What are we taking responsibility for that is truly ours?
- What belongs to adults, leaders, institutions, or wider systems?
- What can we influence together that none of us can influence alone?
- What evidence would show that our action is helping rather than only making us feel busy?

Self-check: Do not tell students to fix structural harm alone. Include collective/institutional responsibility. Every action should be specific, safe, and connected to the system map.

Common Pitfalls

1. Making control too large. Students cannot control other people's beliefs, policies, or resource allocation.
2. Making influence too small. Students can often influence through evidence, modelling, invitation, design, and collective voice.
3. Confusing concern with apathy. Naming concern can be honest and compassionate.
4. Heroic individualism. Systems action is usually collective and relational.
5. Ignoring adult responsibility. Some issues require adults to act.

Known Limitations

1. Cannot determine actual authority or access. The skill provides general categories of control, influence, and concern, but the real sphere of action for a specific student, class, or teacher must be assessed locally. The output is a map, not a permission structure.
2. Metacognitive demand. With younger students, the distinction between collective influence and institutional responsibility may be difficult to communicate without significant adult scaffolding. The tool assumes some capacity for abstract self-reflection.
3. Does not plan the action. Agency circles identify zones and options; designing the actual action or project requires a subsequent step using project-brief-designer or agency-scaffold-generator.
4. Risk of making structural harm feel manageable. Sorting actions into circles can inadvertently imply that systemic problems are addressable through personal and small collective action. Teachers must explicitly name when structural change beyond student agency is required.

Verification Checklist

• Four zones are used.
• Actions are specific and safe.
• Institutional responsibility is visible where appropriate.
• Student agency is real but bounded.
• The first step is small enough to try soon.
• The map reduces overwhelm rather than minimising the issue.