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Contributing to the discussion of different groups’ attitudes towards protest movements, this essay aims to examine and describe Swedish teachers’ attitudes towards students’ participation in protest movements during the school day. The topic is relevant since teachers can play a significant role in the political socialisation of the citizens, decision makers and legislators of tomorrow. It is nevertheless a neglected topic; little research has been done on teachers’ attitudes towards protest movements, and even less so on teachers’ attitudes towards students leaving the classroom in order to participate in them. Attitudes towards student participation in the protest movement Fridays for Future are examined and the selection of respondents is based on the least-likely logic; the respondents are teachers that are certified to teach the subject civics in the non-compulsory Swedish school form gymnasium (upper secondary school). The method used to collect data is semi-structured interviews and the framework of analysis is built on models developed in the research fields of didactics and political science. The results show a variety of attitudes among teachers, defined as how teachers value student participation in protest movements during the school day and to what extent teachers accept student participation in protest movements during the school day. No firm conclusions can be drawn from this study, but the results show that all of the respondents value and accept student participation in the protests organised by Fridays for Future during the school day to some extent, but that none of the respondents has an attitude towards the phenomenon that is undividedly positive.