This chapter introduces an integrated strategy for climate neutrality of school communities, combining actions of carbon footprint mitigation and compensation. The three steps process concerns (i) the promotion of virtuous behaviours, leveraging on young students to extend best practices to the wider school community, (ii) the implementation of policies by local administrations, including renewable energy generation by PV and (iii) the urban planning and design of afforestation to compensate residual emissions. The strategy follows a multipurpose approach to urban climate resilience, integrating environmental and social dimensions across three interconnected levels: the school, the neighbourhood and the city. A preliminary study was developed, involving three schools in three municipalities: Grosseto in Italy, Almeria in Spain and Pylea-Chortiatis in Greece. Starting from the carbon footprint assessment of schools, this study has identified a mitigation and adaptation scenario as the basis for co-design laboratories with students and the school communities, including teachers, families, local authorities and associations of citizens. Taking advantage of the proximity as a typical requisite of primary schools, this participative practice, driven by quantitative assessments, supports a concrete transition towards climate resilience at the neighbourhood scale and triggers a broader deployment of solutions for climate change mitigation and adaptation at the urban scale.