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The emergence of ChatGPT, an AI-powered language model, has sparked numerous debates and discussions. In educational research, scholars have raised significant questions regarding the potential, limitations, and ethical concerns around the use of this technology. While research on the application and implications of ChatGPT in academic settings exists, analysis of the perspectives of high-school students are limited. In this study, we use qualitative content analysis to explore the perspectives of high-school students regarding the integration or ban of ChatGPT in their schools through the lens of the Technology Acceptance Model (TAM2). Data was sourced from students' comments to a New York Times Learning Network article. Findings revealed that students' perceptions about integrating or banning ChatGPT in schools are influenced by their assessments of the technology's usefulness, personal experiences, societal technology trends, and ethical considerations. Our findings suggest that student perspectives in this study align with those of educators and policymakers while also possessing unique perspectives that cater to their specific needs and experiences. Implications emphasize the significance of an inclusive decision-making process around the integration of AI schools in educational contexts, including students alongside other stakeholders.

Education in the 21st century has experienced many advances that are adjusted to the demands of the times. Thinking skills are in high demand in the 21st century, especially critical thinking and creative thinking skills for students. This study aims to determine the effectiveness of POPBL model learning in improving critical and creative thinking skills of high school students. This type of quasi-experimental research was carried out with a nonequivalent control group design. The population of this study was students of class XI MIPA SMAN 1 Cluring with two classes XI MIPA 1 and XI MIPA 2 as samples. The data collection method is in the form of tests of critical thinking skills and creative thinking. The data analysis used is an analysis of covariance test. The results showed that POPBL was effective in improving the critical thinking and creative thinking skills of SMAN 1 Cluring students. The implementation of POPBL learning shows interaction between students at work as well.

The stay-at-home measures enacted during the COVID-19 pandemic led to sudden changes in the lives of individuals worldwide. For high school student-athletes, these changes meant transitioning to online schooling, heavily reducing their social activities, and enduring the cancelation of sport activities. Scholars have expressed concerns related to the potential consequences of these changes on adolescents' self-identity and psychological distress. The purpose of the present study was to qualitatively explore how the changes induced by the COVID-19 pandemic affected high school student-athletes' self-identity and psychological distress. Twenty-two Canadian high school student-athletes were interviewed using a semi-structured interview format. Transcripts were subjected to a reflexive thematic analysis, leading to the creation of four central themes: (a) Pre-COVID Identity; (b) COVID Identity Confusion; (c) COVID Psychosocial Distress; and (d) Learning to Dance in the COVID Rain. This study sheds light on the pandemic-related experiences of high school student-athletes in relation to sport cancelation measures and provides insights into how stay-at-home restrictions impacted self-identity and psychological distress levels. These results can help inform interventions aimed at supporting the well-being of high school student-athletes now that school sport programs have resumed operations.

Athletic trainers are uniquely positioned to provide necessary psychosocial interventions and referral strategies as mental health concerns gain greater attention and prevalence in high school student-athletes. Athletic training education programs require athletic trainers to develop competence in several standards, including: recognizing, referring, and supporting student-athletes with behavioral and mental health concerns. Yet, even with training, many athletic trainers have a perceived lack of knowledge, confidence, and preparation related to the psychosocial content area. This study explored the experiences of certified athletic trainers' preparedness to address psychosocial concerns in high school student-athletes. Using a qualitative methodology, interviews were conducted with state-licensed and board-certified high school athletic trainers who had lived experiences addressing psychosocial concerns in student-athletes. In addition, a phenomenological approach was utilized to capture the essence of shared experiences by practicing athletic trainers relative to their academic and clinical experiences in identifying and managing mental health concerns. Six major themes and one subtheme emerged from the data: (1) "Interactions with Psychosocial Concerns," (1a) "Athletic Trainers' Perceptions of Experiences," (2) "Use of Psychosocial Strategies," (3) "Collaboration with the Interprofessional Team," (4) "Training and Preparation," (5) "Enhance Education and Exposure," and (6) "Knowledge of Psychosocial Techniques." This phenomenological study helped answer questions related to experiences of athletic trainers' preparedness to address psychosocial concerns in the secondary school setting and captured their views on training related to psychosocial educational standards. Results of this study can be used to inform athletic trainers and athletic training education program directors of ways to enhance the athletic training profession and educational training.

Italian high school students carried out some activities within career guidance actions organized by the Department of Chemistry of Sapienza University (Rome) in order to promote enrollments in a chemistry Bachelor's course, thus remedying the shortage of professional chemists. Novel didactic sequences have been designed to facilitate the connection between the physics of foam, the chemistry of chelating agents (such as citric acid and EDTA), and possible related environmental issues due to their widespread presence in everyday products. Detailed students' worksheets and laboratory instructions inspired by a guided inquiry-based approach have been provided, in order to stimulate students in testing a hypothesis and consulting scientific literature. Moreover, other nonexperimental activities helped students in developing a mature vision of chemistry, attentive to human health and environmental protection.

Background: This study examined student and caregiver preference for school communication and explored the feasibility and acceptability of a digital tool to assist with communication about school meal program between schools and families. Methods: The study used qualitative methodology through youth focus groups and caregiver semi-structured phone interviews. The study was conducted in 4 high schools in a large, urban city. The phenomenon of interest included the exploration of preferences regarding communication around school meal programs and feasibility and acceptability of a digital tool for communication and promoting the ordering of healthful foods in the school environment. Interviews were transcribed, coded, and analyzed through NVivo qualitative software using thematic analysis approach to examine themes. Results: Forty-seven students (ages 14-21, grades 9-12) participated in 7 focus groups and 24 caregivers participated in semi-structured phone interviews. Three themes emerged around (1) communication preferences, (2) accessibility, and (3) extrinsic motivational factors for engagement in healthy eating behaviors. Conclusion: Results indicated that communication methods could potentially influence motivation and engagement in youth school meal participation.

When implementing schoolwide PBIS in secondary schools, creating effective acknowledgment systems for expected student behavior can be challenging. To overcome this challenge, it is helpful to understand acknowledgement preferences from the student point of view. In this study, we surveyed students in three middle, two traditional, and two alternative high schools to understand their preferences. When presented a list of options, most students endorsed positive notes sent home, free time/fun activity, and snacks. Few students endorsed eating lunch with an adult, wearing something fun, earning a special job in class, and public recognition. School leaders are encouraged to engage students directly by asking them their acknowledgement preferences and adjusting their practices to fit the preferences of their students.

This study validated an instrument for measuring student engagement in the context of Chinese science curriculum reforms. We adapted existing items from well-designed instruments with the context of science learning and formed the initial instrument of the Student Engagement in Science Learning (SESL) consisting of 20 items in four subscales, including cognitive, emotional, behavioural, and agentic engagement. We recruited an expert panel to provide content and face validity during the adaptation process. The final sample of 578 was collected and analysed to provide the construct validity of the SESL instrument. The results from item analysis, confirmatory factor analysis, correlation analysis conformed the instrument's convergent and discriminant validity. Independent t-tests of gender and district groups confirmed the concurrent validity of the instrument. The Cronbach's coefficient alpha of the four subscales and the total scale are higher than 0.70, indicating the SESL instrument has the internal consistency reliability for measuring student engagement in science learning. Researchers and practitioners would benefit from the valid and reliable SESL instrument with the four constructs to measure and improve student engagement in science learning.

The Internet environment is becoming one of the factors of socialization of the younger generation. Nowadays, more high school students are opening up their own lives, emotions and behavior to the public when running a video blog on the Internet. The study of the socio-psychological characteristics of a high school student blogger represents a considerable interest, since, the number of domestic and foreign studies on this problem is not sufficient. The article arises the problem of acquiring socio-psychological characteristics by the young people using the Internet for blogging. As methodological tools of the study the author used various research methods including the author's questionnaire, "Scale of measurement of self-presentation tactics", "Scale of social trust of J. P. Blavatsky", "N. Hall's methodology for determining the level of emotional intelligence" etc. The article discusses the results of the comparative analysis of the socio-psychological characteristics of high school students, active Internet users and bloggers. The article describes an attempt to consider video blogging as a factor of socialization. As a result of the study, the definite features were identified, which consisted in the fact that a high school blogger having a low reflected self-attitude, may feel antipathy towards himself, and may actively use defensive-type tactics, that is, a defensive style of self-presentation.

The study objectives were (1) developing a valid and reliable Affective Self-assessment Instrument of Chemistry for High School Student and (2) discovering the chemistry affective domain ability trend of high school students based on gender. The current development study utilized 10 non-test instrument development procedures from Mardapi. The study population was all high school students in Yogyakarta Special Region. The sample size was 405 students categorized into two stages and sampling techniques, i.e., the trial stage using cluster random sampling and the measurement stage using simple random sampling. The data analysis techniques were validity test using the Aiken index and construct validity and reliability using the second-order Confirmatory Factor Analysis model. The study findings were (1) the Affective Self-assessment Instrument of Chemistry for High School Student had 15 valid and reliable items and 15 available items to be utilized by teachers to measure students' affective in the learning process and (2) the chemistry affective domain ability trend of male high school students was dominated by the "good" category and "very good" category for female students.

The purpose of this case study was to explore eight Western teacher perceptions of Myanmar-based high school student college readiness to transition to a postsecondary educational setting in a Western country. The research question was answered using findings from individual teacher participant interviews. The five themes that emerged through the analysis of the interviews are (a) concerns over language barriers, (b) dependence on others, (c) mixed feelings over students' ability to make friends, (d) adapting to a new culture, including mixed feelings over student immersion into Western culture and concerns over entitlement, and (e) preparedness for college-level academics, including mixed feelings over student preparedness for the academic transition, lack of specific academic skills, and concerns over academic integrity. Interpretation of the research findings, research limitations, and future research are discussed.

Abstract Emerging evidence from neurophysiological brain vital sign studies show repeatable sensitivity to cumulative subconcussive impairments over a season of contact sports. The current study addressed the need for research comparing a low-contact control group to high-contact group. Importantly, the study also expanded the scope of neurophysiological changes related to repetitive head impacts to include female athletes in addition to male athletes. In total, 89 high school student athletes underwent 231 brain vital sign scans over a full calendar year. The results replicated prior subconcussive cognitive impairments (N400 delays) and sensory impairments (N100 amplitude reductions) in male athletes and demonstrated similar subconcussive impairments for the first time in female athletes. While there was no significant subconcussive difference between female and male athletes, female athletes show overall larger responses in general. The findings demonstrated that subconcussive impairments are detectable in a controlled experimental comparison for both female and male high school athletes. The study highlights the opportunity to monitor subconcussive changes in cognitive processing for both female and male athletes to help advance prevention, mitigation and management efforts aimed at reducing athletes’ risk of potential long-term negative health outcomes related to cumulative exposure to repetitive head impacts.

IntroductionUnderstanding the relationship between parenting style and the non-cognitive development of high school students is crucial, particularly in rural China. Non-cognitive abilities, including traits such as emotional regulation, resilience, and interpersonal skills, play a significant role in students’ overall development and future success. This study aims to investigate how different parenting styles impact non-cognitive abilities among high school students in rural China.MethodsThis study surveyed 6,549 high school students and their primary caregivers in rural China. The students had an average age of 17.61 years, with 48% being male, and 62% of Han ethnicity. Primary caregivers self-reported their parenting styles, while the students’ non-cognitive abilities were assessed using the Big Five Inventory-Short (BFI-S). The relationship between parenting style and non-cognitive development was analyzed using two distinct methods: two dimensions (authoritative and authoritarian) and four categories of parenting styles.ResultsThe study revealed that an authoritative parenting style had a positive impact on the non-cognitive abilities of students. Conversely, a negative association was observed between the authoritarian parenting style and the students’ non-cognitive development. This association was more pronounced in the non-cognitive developmental scores of girls compared to boys. Additionally, parents from wealthier families or those with higher levels of education were more likely to adopt an authoritative parenting style rather than an authoritarian one.DiscussionThe results of this study highlight the significant influence of parenting styles on the non-cognitive development of high school students in rural China. Authoritative parenting, characterized by warmth and structure, appears to foster better non-cognitive outcomes, while authoritarian parenting, marked by strictness and less warmth, is associated with poorer non-cognitive development. The gender differences observed suggest that girls may be more sensitive to variations in parenting style. Furthermore, the socioeconomic and educational background of parents plays a crucial role in determining the parenting style adopted. These findings underscore the importance of developing and implementing parenting training interventions in rural China, aimed at promoting authoritative parenting practices to enhance the non-cognitive development of students.

The purpose of this quantitative, causal-comparative research study was to determine if and to what extent there were differences in chemistry end-of-course (EOC) examination scores between high school chemistry students taught using POGIL pedagogy and non-POGIL pedagogy in the state of Utah. Piaget's cognitive development theory and Johnstone's cognitive load theory served as the theoretical foundations. A large, public school district in the state of Utah provided the deidentified, archival data for this study, which consisted of students that took a chemistry course and chemistry EOC examination in 2015-2016 or 2016-2017. The research question sought to find whether there was a statistically significant difference in chemistry EOC examination scores for high school students in both groups. A one-way ANOVA demonstrated a statistically significant difference between the POGIL and non-POGIL student groups on the dependent variable of chemistry EOC examination scores, F(1, 314) = 29.91, p < 0.001, partial [eta][superscript 2] = 0.087, (p < 0.05). This study supported POGIL pedagogy as an effective instructional strategy for improving student chemistry EOC examination scores.

This non-experimental, quantitative study used a correlational research design to determine if a significant, positive relationship existed between students' completion of a series of CTE courses "and" earning industry-recognized credentials and sense of self-efficacy toward employment pursuits. This research was framed within Social Cognitive Career Theory (SCCT). Data analysis consisted of descriptive statistics using the Pearson's "r" for correlational results. A positive correlation was found in students' course-taking with IRCs and the self-efficacy variables of perseverance and performance. An unanticipated finding from the self-efficacy scale found all students exhibited high mean scores across the individual questions. Findings were supported by the literature on the self-efficacy domain of mastery experience in relation to school environment and contextual teaching and learning experiences. Implications of this study include the benefits of mastery experiences in building self-efficacy and the integration of academic and vocational subjects, both of which can increase the transference of skills across disciplines.

Enabling students, teachers, and parents to become more informed about stress during adolescence can improve student emotional and social support. This article documents the growing problem of student stress and resulting effects on mental health. Students (Grades 9-12) at one public high school in the southern United States were invited by the principal to complete an anonymous online poll about sources of stress in their lives. The intent of the school principal was to use the findings to strengthen student support and contribute to the Continuous School Improvement Plan. Results of the 17-item Stress Poll are presented by frequency and percentages for the 349 students and compared by gender responses (females n = 172, males n = 177). Results indicated the most prominent student stresses at school involved worrying about getting good grades in required courses, not understanding some of their courses, being unable to concentrate, and having poor time management practices. Students felt that teachers should collaborate to reduce undue student stress by avoiding overloading and letting students make mistakes without affecting grades. Outside of school the main stress was getting along with relatives; in addition, parents should set more reasonable expectations for academic achievement. Students felt that workshops about stress could improve understanding and influence their parents and teachers.

The Coronavirus disease 2019 (COVID-19) pandemic has become an epidemic that has major impacts throughout the world, one of which is the change in the Indonesian education system from face-to-face learning to online learning. This study aims to determine the effect of online-based problem based learning on the self-confidence and social interaction of students in class X MIPA at SMA Negeri 6 Tasikmalaya, West Java-Indonesia. This study uses the true experimental method. The population of this study is all classes X MIPA of SMA Negeri 6 Tasikmalaya for the 2020/2021 academic year. The samples of this study are class X MIPA 4 and class X MIPA 5, with as many as 36 students from each class. The instruments used are a self-confidence questionnaire and a social interaction questionnaire. The data analysis technique used is One-Way ANOVA with the Fcount of self-confidence (7.328) and social interaction (6.115). The results of data analysis and hypothesis testing concluded that there was an effect of problem-based learning on self-confidence and social interaction with a high category. A study using online-based problem-based learning must be supported by the readiness of students and teachers so that learning becomes effective. In addition, learning media such as Zoom meetings or Google Meet must be used.

One of the efforts to improve the quality of education in Indonesia is through learning by integrating environmental culture. Environmental culture can be packaged in more meaningful learning through biological literacy. This study aims to assess the biological literacy skills of high school students using local potential-based biodiversity question sets. This study includes research with quantitative descriptive methods that aim to describe the biological literacy skills of high school tenth grade students. Biological literacy research data consists of 4 indicators, namely nominal, conceptual, multidimensional and functional. The number of participants was 60 high school students. The initial stage used expert judgment for content validation which was tested by 3 expert validators. Construct validation was carried out based on data collection with the results of 12 question sets that were declared valid. Data analysis of the percentage of students who answered correctly on biological literacy indicators were all at a high level, namely on nominal indicators of 69.37%, conceptual indicators of 70%, functional indicators of 66.87%, and multidimensional indicators of 70%. It is concluded that the local wisdom-based biodiversity question set can be used to measure students' biological literacy skills in schools.

Health literacy plays a pivotal role in shaping an individual's adoption of a healthy lifestyle, particularly among students transitioning into adolescence and adulthood. Hence, integrating health literacy into educational curricula is imperative. For instance, the study of the human kidney excretory system, which necessitates the use of measuring instruments, can serve as a platform to enhance students' health literacy skills within the realm of biology education. This study was conducted to develop and determine the feasibility of human kidney health literacy instruments. The research method used in this study is ADDIE development research which consists of 5 stages, including (1) preliminary needs analysis (2) product design (3) Development (4) Implementation, and (5) evaluation. The trial results stated that the instrument was feasible to use with a linguist assessment of 9.8% very feasible category, and a material expert of 91% very feasible category. The empirical validity test was conducted with a limited trial to 47 students of Al-Azhar 9 Yogyakarta High School and the results showed that 92% of the items were declared valid with a high reliability value of 0.7. This study produced 16 statement items on the attitude aspect, 6 items on the knowledge aspect, and items on the skill aspect. The total question items produced in this study were 24 question items that were valid and feasible to use as a tool to improve the quality of education.

Purpose: The purpose of this study was to investigate the impact on health-related fitness resulting from COVID-19 lockdowns on male high school students in Melbourne, Australia. Method: A total of 146 students completed fitness testing in February and retesting in November following 7 months of remote learning. Fitness tests conducted were 20-m shuttle run (Beep Test), flexed arm hang, body mass index, push-ups, sit-ups, and sit and reach. Results: The mean fitness levels of this cohort decreased across the health-related fitness components. Decreases were varying in magnitude, body composition (d = 0.3), flexibility (d = 0.56), muscular strength (d = 0.64), muscular endurance (d = 0.39 and d = 0.26), and cardiovascular endurance (d = 0.96). Discussion: The impact on students' fitness levels was noteworthy, and the long-term impacts of this decrease are yet to be seen. This research brings focus to what can be done to maintain adolescent fitness when their usual exercise opportunities are not available.

This study aims to develop a standard instrument for measuring mental health among urban adolescents in Indonesia. The objective is to produce valid and reliable school adolescent mental health instruments to be used by agencies or schools to identify students' mental health. The survey was conducted in Jakarta and South Tangerang with a total of 1007 respondents divided into two experiments where the first trial was conducted on 597 students and the second trial was conducted on 410 students. Measurements were made using a Likert scale questionnaire. Instrument testing begins with a theoretical validity test by 4 experts and 20 panelists who test the instrument material in terms of construction, content and language. Experts analyze and correct the instrument qualitatively. The instrument was then reviewed and analyzed quantitatively by panelists using the Aiken index. At this stage, 44 items, 9 indicators and 3 variable dimensions were obtained. The next test is done by testing the validity empirically, by analyzing the measurement model using Confirmatory Factor Analysis (CFA) with the LISREL 8.80 Full Version program. By using the criteria for the SLF value [greater than or equal to]0.30 and t-value [greater than or equal to]1.96, and calculating the reliability with the construct reliability (CR) at the level> 0.70, the results of the second trial showed that 35 items were valid. The observations of the model fitness through Goodness-of-Fit test showed that there is a fitness between the theoretical model and the empirical model for the mental health instruments in this study.

AbstractCivic literacy is an essential ability that every citizen needs to have in the information age. Lack of civic knowledge and skills can result in actions such as easily provoked behavior or disinformation from fake political information spread online (hoax). This study aims to describe the civic literacy condition of public vocational high school (SMKN) students in Indonesia. The study uses a quantitative approach to measure the phenomenon of civic literacy in vocational school. Online questionnaires were distributed to 200 respondents from five public vocational schools in Sidoarjo, Indonesia, including SMKN 1 Buduran, SMKN 2 Buduran, SMKN 3 Buduran, SMKN 1 Sidoarjo, SMKN 1 Jabon. Three components are used to describe the student’s civic competency: knowledge, skills, and attitudes & values. The results of this study show that the civic competence of vocational high school students is high, with detailed knowledge competency at 4.09, skills at 4.00, and attitude & value at 4.21. This assessment indicates that vocational school students are tolerant with society and the environment, either in their lives or at school. A recommendation for vocational schools in Sidoarjo, schools can provide a space for students to express their aspirations, whether related to phenomena in the field or those within the school. The space or platform that the school can offer may include a digital magazine or a webpage serving as a space for students to explore knowledge, skills, and attitudes in expressing their aspirations. This way, students can fill the page with content (articles or videos) that align with their talents and interests.

This study aims to improve the mathematical problem-solving ability of students at Vocational High School (VHS) through implementing Project Based Learning (PjBL). The research method used was a quasi-experiment with a matching-only pretest-posttest control group design, with a sample of 64 students divided into two classes, namely experimental and control classes, each consisting of 32 students. The sampling technique used was purposive sampling, where the sample was selected based on specific criteria relevant to the research objectives. Data were collected using tests of mathematical problem-solving ability administered before (pre-test) and after (post-test) the treatment. Data were analyzed using an independent sample t-test and a two-way ANOVA test with univariate general linear model (GLM) analysis. The results showed a difference between the experimental and control groups before the treatment. However, after the treatment, the experimental group had higher mathematical problem-solving ability than the control group, including the improvement and interaction between PjBL implementation and the Early Mathematics Skills (EMS) category.

Challenging classroom behavior can interfere with learning. Fortunately known, positive, and proactive approaches to behavior management can improve student responding. Class-Wide Function-related Intervention Teams (CW-FIT) have led to improvement in student behavior across elementary and middle school contexts. However, little is known of the impact of the intervention on high school student behavior. This study evaluated CW-FIT's utility in improving high school student and high school teacher behavior in a co-taught learning environment. A single-subject withdrawal design was used to evaluate improvements in on-task behavior for 14 high school students in one co-taught classroom. The impact on praise and reprimand statements of two high school teachers was also assessed. The findings showed improvement to student and teacher behavior and sustainability of the intervention. Further, teachers and students expressed satisfaction with the intervention and teachers maintained high levels of implementation fidelity. Limitations of the evaluation and areas for future research are presented.

Flipped classroom pedagogics has become a widely used approach within blended learning. The aim of the present study is to add students' perspectives on the flipped classroom as used as a pedagogical method in a Swedish upper secondary school. In this qualitative study, eight students participated in focus group interviews. Problems were found both for neurotypical students as well as for a neurodiverse student. Unless special care is taken, students with neurodiversity may not be given equal opportunities for learning, in conflict with Swedish school legislation. Issues are discussed that need to be addressed when introducing flipped classroom course design at high school level.

Background: Federal nutrition education initiatives ("MyPlate") intend to facilitate healthful eating behaviors in families; however, little is known about how minoritized students and caregivers perceive adherence to MyPlate guidelines or perceptions of importance of eating in alignment with guidelines. Purpose: Study aims included: 1) determine how students and caregivers perceive their dietary intake as it relates to MyPlate in both home and community environments and 2) assess motivations to adhere to MyPlate guidelines. Methods: In-person focus groups with 47 high school students and 24 caregiver interviews were conducted and coded using qualitative thematic analysis. Results: Meals at home differed from restaurants regarding food group portions. Caregivers highlighted food cost as a major factor when purchasing for specific food groups. Reasons for eating in accordance with MyPlate included: 1) health status/disease prevention, 2) weight status, 3) nutritional balance, 4) increased energy. Discussion: Nutrition campaigns may benefit from images that do not put food categories into narrow boxes. Work is needed to address systemic, environmental, and individual factors in food accessibility across settings that affect guideline adherence. Translation to Health Education Practice: Findings can support local and federal funding initiatives addressing barriers to healthful eating and provide targeted educational tools beyond MyPlate.

Over 2015-2016, high school students in Brazil occupied hundreds of schools across the country. Students fought to keep public schools open, funded, and functional, against outsourcing and privatisation, and in solidarity with teachers' trade unions and strikes. The 'primavera secundarista' ('student spring') was the most significant school student movement since the struggles against the military dictatorship (1964-1988). This paper firstly addresses the political dynamics of the "primavera secundarista." Secondly, it discusses the movement's educational practices, which flourished in the months that students occupied their schools. Thirdly, it discusses the forms of community and solidarity that students built with other social actors and how they each learnt from this. In doing so, the paper builds on the work of Aziz Choudry and other scholars of social movement learning to argue that such student movements are prime sites of counter-hegemonic knowledge production and dissemination. Shown through the Brazilian high school occupations, the paper highlights how student movements are unusual in being situated in formal epistemic institutions, and yet are not widely recognised, especially in high schools, as blending formal and informal learning to produce and share knowledge-from-below.