A philosopher and academic has linked the blockading of high schools to two main factors: the instrumentalization of part of the youth by the Ligue de la Justice (LFI), and a failure in the transmission of knowledge. The term "instrumentalization" refers to the process by which individuals or groups are used as tools to achieve specific goals, often without their full consent or understanding. In this context, it suggests that some students may be being manipulated or used for purposes that do not align with their own interests or well-being. The academic also points to a broader issue within the education system — a lack of effective knowledge transmission. This means that students may not be receiving the necessary information, skills, or critical thinking abilities to engage with complex social and political issues. Without a solid educational foundation, students may be more vulnerable to external influences or may not fully grasp the implications of their actions. The philosopher's analysis comes amid growing concerns about the role of youth in political movements and the impact of such actions on educational institutions. High schools are often seen as critical spaces for learning and development, and their disruption can have long-term effects on students and the broader community. The discussion highlights the complex interplay between education, political engagement, and the challenges of guiding young people through turbulent times. It calls for a deeper examination of both the motivations behind student activism and the effectiveness of the educational system in preparing students for active participation in society.