Problem
From the US Civil Rights Movement to recent pro-democracy protests in Thailand and Chile, student activism has been an important force in promoting sociopolitical changes around the world. Students are readily exposed to modern ideas and enjoy youth advantages, as they have fewer adult responsibilities and face less risk of repression than other actors, making them a powerful voice in championing progressive values (Altbach 1982; Weiss et al. 2012). Extant literature has also widely discussed the causes, tactics, and consequences of student activism (Cini and Guzman-Goncha 2017). There is, however, a tendency among scholars to focus on "college activism" (Conner 2020; Stricker 2020; Weiss et al. 2012). Despite ample attention on how university campuses become sites of mobilization during protests (Boren 2019; Crossley 2008; Loader et al. 2015; Reger 2018), there is only a modest literature on the protest participation of secondary school students (e.g. Hernandez Santibanez 2018). ~ 3 Although researchers have studied how teenage students are capable of creating social impact through youth campaigns (Delgado and Staples 2007; Taft 2017), few studies have focused on how they respond to the broader social movements and organize protests on campuses. The latter warrants scholarly attention because such protest activities, which aim to challenge the external sociopolitical order, often conflict with a key function of secondary schools, which is to discipline the younger generation and institute social control.
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