French High School Protests Spread Amid Complaints Over Conditions and Resources

Across France, high school students have been protesting about poor school conditions and a lack of resources. What started last week in the Paris region has now spread to hundreds of schools nationwide, leading to dozens of injuries and hundreds of arrests, mostly of teenagers.
The students want better learning environments. They say classrooms are overcrowded, there are shortages of teachers, and school buildings are often in bad shape. Some complain about very long school days that leave them exhausted.
These protests have included blockades of school entrances and clashes with police. In several cities, students set fire to rubbish bins and threw objects at officers, who responded with tear gas and batons. Police have reported being attacked with dangerous substances like hydrochloric acid in some cases.
The unrest has coincided with a wider public-sector strike against government budget cuts planned for 2027. The strike involves many teachers and public workers, adding to the tension. The government plans significant savings, including freezing public sector salaries, which unions and protesters oppose.
Authorities say about 400 high schools have been affected by the protests, and over 600 people have been detained in recent days. More than 100 students and school staff have been injured, alongside dozens of police officers. The government condemns the violence but also acknowledges the issues in schools.
Political leaders are divided. The prime minister condemns the violence and accuses opposition groups of encouraging unrest. Meanwhile, some local officials and left-wing politicians support the students’ calls for better funding and conditions.
The protests reflect broader concerns about public services and social inequality in France, especially as the country approaches a presidential election next year. For many students, the fight is about having decent schools where they can learn without overcrowding or unsafe buildings.

