The aim of this study is to explore upper secondary students’ perspectives on addressing violence against women in the subject of social studies. The study adopts a student perspective and aims to contribute knowledge about what content and teaching methods students prefer, the function and significance of emotions, as well as the opportunities and challenges that may arise in relation to the topic. 

The study employs a qualitative approach, using semi-structured group interviews with upper secondary students in their third year. The empirical material was analyzed through thematic analysis and interpreted in light of deliberative and agonistic democratic theory. 

The results show that students are positive towards addressing the topic and request a combination of fact-based knowledge and practical action-oriented knowledge. At the same time, they express ambivalence towards discussions, recognizing both the value of encountering different perspectives and the risk of conflict and discomfort. The study also shows that emotions play a central role, both as a resource for learning and as a challenge in the classroom. Furthermore, students perceive the subject of social studies as an important arena for breaking the silence surrounding the topic as well as a counterbalance to simplified or misleading representations in social media and mass media. At the same time, challenges are identified in the form of potential resistance, uncertainty in discussions, and difficulties in managing strong emotions.