This paper presents a new engagement model for climate change education (CCE) as a result of analysing interactive digital narratives (IDNs) created during the You and CO2 Climate Change Education Programme. Young people aged 13–15 from two schools in Wales participated in three workshops, which culminated in students producing IDNs about climate change using Twine storytelling software. An inductive, grounded-theory approach informed by Bourdieusien principles of habitus and value was used to explore students’ responses to the Programme. Stage 1 coding identified ‘Core Themes’ and located student responses along tri-axial continua showing engagement, agency, and power. Stage 2 coding combined ‘Core Themes’ to build upon Cantell et al.’s 2019 Bicycle Model of Climate Change Education to create a new ‘holistic Agentic Climate-Change Engagement’ model (h-ACE), where learners’ journeys towards full engagement with and understanding of CCE and action could be traced. Barriers to students’ engagement with and understanding of CCE were identified through Bourdieusien analysis of responses. Results show that engagement was related to children’s views on their capacity to effect change on individual, local and governmental levels. The h-ACE provides a model for adjusting CCE curricula to accommodate young people’s varying cultures and views.