Schools are central to climate change education and climate-friendly transformations both as places which actually produce CO[subscript 2] emissions and, above all, as educational institutions. Following a new materialist, transdisciplinary approach, we research here some of the entanglements that constitute schools as whole institutions. As part of the research-education-cooperation "k.i.d.Z.21_aCtiOn2" (Austrian Climate Research Program), our innovative approach meant that the situational analyses were conducted both by young people and collaborating researchers. The experiences and accounts were captured in situational maps that illustrate the entangled agencies of people, discussions, places and matter relevant to CO[subscript 2] reductions and transformation attempts. The analysis of those maps led to new perspectives on the intra-actions between the material and the discursive in schools. In particular, the caretakers' entanglements with areas relevant to climate-friendly transformations are revealed as critical to transformative climate change education. We conclude with an outlook on schools becoming transformative, climate-friendly places by building on these kinds of entanglements and explicitly incorporating non-pedagogical aspects as part of a whole-school approach.