The Association of Economics and Social Sciences Teachers (APSES), which represents over 2,300 educators—nearly 40% of all Economics and Social Sciences (SES) teachers in high schools—has raised concerns about the future of the discipline as the new school year begins. While the association is marking the 60th anniversary of the SES, it warns that the year 2027, which will include presidential elections, could be a turning point. The APSES fears that certain political groups may target critical knowledge and challenge the curriculum. The APSES was established in 1971, shortly after the SES was introduced as a subject in general high schools in 1966. Its founding was influenced by earlier gatherings, such as the Sèves stages in 1967, organized by geographer Michel Roncayolo, which brought together researchers and teachers in social sciences. The association was created to provide a shared space for discussion and to defend the SES, which had faced challenges from the beginning. Its founding principles were inspired by the Annales School, a historical and social studies movement that emphasized a broad, interdisciplinary approach to understanding the world. However, business interests later pushed for a more economics-focused curriculum. Over the years, the APSES has remained committed to the original vision of the SES, aiming to give students a comprehensive understanding of modern societies. It has also worked to engage the public through events like open social science cafes and film discussions. Although not a formal teachers' union, the APSES focuses on improving the teaching conditions, content, and methods of the discipline. It offers teachers a platform to share ideas, seek advice, and prepare lessons, both in person and online. The APSES has a history of taking a stand on issues affecting the SES. It has organized demonstrations, held events around the Ministry of Education, and even released balloons in front of the Paris stock exchange to draw attention to its concerns. These actions are taken when traditional dialogue with authorities fails. The association regularly meets with officials responsible for overseeing the SES curriculum and collaborates with academic experts to critically examine the content of the programs. Since 2010, the French government has increasingly aligned with the business lobby and liberal economists, leading to recent SES curricula that emphasize separate disciplines and a technosolutionist approach to environmental problems. The APSES finds these changes unsatisfactory and is working to develop alternative proposals based on the collective expertise of its members and academics. Despite growing disillusionment among younger teachers with disciplinary associations, the APSES continues to emphasize the importance of collective efforts in shaping education. It remains active, with about 40% of SES teachers as members, many of whom are younger and bring fresh energy to the cause. As the school system faces significant changes, the APSES is celebrating the 60th anniversary of the SES, offering a broader perspective than previous years marked by the impact of recent reforms. However, the association is also preparing for 2027, a pivotal year with presidential elections, where some SES teachers have already faced criticism from far-right political figures.