Faced with the urgent need to act on the social and environmental issue of climate change, young people represent a generation that has much to gain or lose from decisions made by older groups. Despite a well-documented fatalism in the face of environmental issues, it seems more and more evident that young people represent a generation affected by climate change. A climate change education for empowerment thus seems most appropriate for greater social and environmental justice. In addition, it seems relevant, to empower, to focus on its emotional dimensions and, more particularly, on what we call the sense of empowerment. In this article, the theoretical bases which allow us to justify the relevance of this concept are presented. Some results from interviews with young Quebecers in secondary school also illustrate how the school context impacts the sense of empowerment.