Self-confidence is the driving force behind learning. But does it not also underlie the ability to make strong and courageous decisions when faced with various challenges? With the aim to provide an education for sustainable development and ecological transition, or even an education on the state of our planet, to what extent do academic evaluation systems prevent pupils from developing the self-esteem they need to face current problems calmly and take an active role in dealing with them? This article proposes practical approaches for setting up an evaluation system that is based on a teacher-pupil dialogue and provides pupils with the opportunity to work on their cognitive, metacognitive and emotional skills.