“We all have a responsibility, like, even if we're just high schoolers!”: How DC youth are engaging with global issues

This study examines how public high school students in Washington, DC grapple with global social issues and question established norms to champion a more just world. It is grounded in critical approaches to global citizenship education, including an emphasis on youth agency and place-based knowledge. Employing a qualitative approach centered on 20 in-depth focus group interviews with public school students aged 14–20, we focus on their perceptions of and engagement with critical global challenges, revealing the intricate connections they forge between these issues and their local schools and communities. Our exploration highlights the dynamic landscape of student activism in DC, extending beyond classroom walls into the wider community, fueled by a powerful sense of social responsibility and a demand for social transformation. The findings illuminate the pivotal role of school spaces, not only as educational institutions but also as vital incubators for transformative learning and action. By examining student engagement within DC's distinctive context as a political hub and the influence of its global education initiatives, this paper underscores the urgent need to amplify support for high school youth as they navigate their activism within educational and community spheres. Ultimately, our findings show a generation of globally-minded citizens empowered by personal agency and a commitment to impactful advocacy, both locally and globally.