In this chapter, we explore how senior secondary students in ACT schools and colleges actively advance gender equity through the practice of “teaching up”, where young people educate teachers, school leaders, and policymakers about contemporary gender understandings and promote practices of gender inclusion. We highlight students’ roles as advocates and catalysts for cultural and policy transformation, and we examine the views and responses of their teachers. Yet despite ACT’s progressive political and educational contexts, we also consider the persistence of structural and cultural barriers. This chapter emphasises the significance of student voice and agency in educational settings, demonstrating how young people’s proactive involvement influences teaching practices, curriculum design, and institutional policies towards enhanced inclusivity and equity.