System change and individual behavior change are often conceptualized as contrasting, mutually exclusive strategies for climate change mitigation, with system change usually considered more powerful, direct or urgent. We argue that this alleged duality is misguided and that system change and behavior change are fundamentally co-dependent: system change is often effective to the extent that it promotes individual behavior change and, vice versa, individual behavior change contributes to the critical mass that is needed to spur system change. We map four pathways that link behavior change and system change, driven by consumer activism, consumer demands, policies that address people as part of a community and the provision of collective action arrangements. Together, these pathways illustrate that system and behavior change are often interconnected and suggest promising avenues for developing climate mitigation policies that jointly promote system and behavior change.

Peer Support Workers (PSWs) play a crucial role in recovery-oriented mental health services. They offer support and hope by sharing their personal experiences and recovery journeys. However, transitioning from voluntary self-help roles to paid positions within statutory systems is not merely a technical shift. This change creates inherent tensions and conflicts, stemming from the integration of a peer model within a medical framework. I refer to the interface between these models as the “Professional-Peer Paradox” (PPP). At its heart, this paradox questions whether and how PSWs can integrate a role that relies on self-disclosure of shared lived experiences within a system rooted in professional knowledge norms delivered unidirectionally to service recipients. Using a whole organizational approach, I propose leveraging the autonomy-supportive environment concept from self-determination theory (SDT; Deci & Ryan, 2000) to promote self-disclosure in mental health services. I highlight the complexities involved in Peer Support Workers’ (PSWs) use of self-disclosure (lived experience) within statutory mental health (MH) services. I suggest that PSWs can better commit to their unique roles by structuring multiple peer roles with varying levels of self-disclosure and creating a culture that fosters peer practice. Overall, applying a SDT systems’ framework to the practice of self-disclosure can enhance the occupational identity of PSWs, establishing their unique position within the spectrum of mental health professions globally.

Law Schools are now required to provide education to law students on bias, cross-cultural competency, and racism under ABA Standard 303(c). Law clinics, with their social justice orientation, have long taught about structural causes of bias and oppression and ways to intervene at system levels to prevent problems. Medical legal partnership (MLP) clinics have done so by employing concepts from social work and health science programs on structural competency. This article examines MLP and related curriculum to meet the ABA mandate.

Achieving sustainability requires that businesses transform; however, it is virtually impossible in today's competitive environment for individual businesses to do what is needed to bring about systemic transformation. Instead, it is the context around businesses, including the public policy environment and changes by major actors, which must shift so that the pressures, constraints and demands on businesses can epimimetically drive their competitive instincts in the direction of wellbeing for all.

Pre-service teacher education institutions are large and complex organisations that are notoriously difficult to change. One factor is that many change efforts focus largely on individual pre-service teacher educators altering their practice. We report here on our experience using a model for effecting change, which views pre-service teacher education institutions and educators as a part of a much broader system. We identified numerous possibilities for, and constraints on, embedding change, but focus only on two in this article: participants’ knowledge of change strategies and their leadership capacities. As a result of our study findings and researcher reflections, we argue that being a leader in an academic area within pre-service teacher education does not equate to leadership knowledge or skills to initiate and enact systems-wide change. Furthermore, such leadership capacities must be explicitly developed if education for sustainability is to become embedded in pre-service teacher education.