Parental Agency Under China's ‘Double Reduction’ Policy: Emotional Concerns and Educational Responses

While previous research has recognised parental agency as a mediator between familial interests and sociocultural demands, little is known about its operation under China's ‘Double Reduction’ policy. Drawing on a four‐dimensional framework of agency, this study interviewed parents from four families to examine how they navigated policy‐induced changes in their children's English education. Findings reveal diverse parental responses in which anxiety, frustration and hope were intertwined with educational priorities, perceived resources and decisions about learning support. These emotional concerns provide a contextual elaboration of the four‐dimensional framework, while expectations about future policy changes further informed parents' decisions. The findings highlight the importance of addressing both emotional concerns and practical conditions in supporting parental engagement.