Círculos de agencia para la acción sistémica

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

Inputs:
System issue or aspiration: not provided
Context: not provided
Iceberg/system map: not provided
Student level: not provided
Stakeholders: not provided
Constraints: not provided

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.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.