This initiative originates from Studium. Studium’s Constitutional Law Advisory Board includes professors and leaders such as Jeffrey Rosen, professor and CEO of the National Constitution Center; Nadine Strossen, professor and former president of the ACLU; Diane Wood, professor and former Chief Judge; Doug Ginsburg, professor and judge; and Adam White, professor. Volume II has been released and features the following pieces:
- Sebastian Lewin, The Indomitable Principle of Liberty
- Eileen Wang, ICWA’s Dual Objective After Haaland v. Brackeen: Reading Alito’s Dissent Alongside Gorsuch’s Concurrence
- Steele Barhydt, About Tyranny
- Anna Yuras & Piper Schmitz, Why Originalism Ought to Prevail as the Leading Method of Legal Interpretation
- Benjamin Berer, Counterman v. Colorado: The Recklessness Standard Fails Those Targeted by Online Threats
- Morgan Cole, Loper Bright Enterprises v. Raimondo from a Reversed Perspective: How a Dispute Over Fisheries Pay Could Unintentionally Create a Sanctuary for Science
- Adam Watson, A Campaign Finance System That Fails to Function
- Michelle Wang & Colomba Joulin-Batejat, The Burden and Constitutional Risk in Glossip v. Gross
- Alison Gipstein & Hannah Lewis, Reconsidering the Implications of Prior Restraint in the Digital Age in Light of Ambiguities in New York Times Co. v. United States
- Kalel Charalambides, Engel v. Vitale and the Illusion of Voluntary Prayer: Religious Neutrality, Psychological Pressure, and the Impact on Students from All Academic, Social, and Cognitive Backgrounds
- Thomas Houghton & Evan Hernandez, The Alien Tort Statute and America’s Betrayal of Universal Justice
- Emma Di Domenico, A Patchwork System: Why Consumer DNA Databases Require a Federal Framework for Privacy and Protection Interests
- Sophia O’Connor, Beyond Gideon: The Case for Counsel in Housing Court
Here’s the introduction from the founder, Olivia Eve Gross:
At Studium, we are deeply honored to present this year’s edition of the National High School Law Review. Each volume stands for more than a curated set of scholarly notes; it embodies a growing network of students and educators nationwide who have committed themselves to studying constitutional law, engaging seriously with diverse ideas, and cultivating the practices of thoughtful citizenship.
What began as a straightforward belief—that students should have the chance to wrestle directly with the nation’s most consequential legal questions—has blossomed into a nationwide movement. This year, we are especially proud to witness its expansion into additional schools, states, and classrooms, drawing thousands more students into conversations grounded in evidence, reason, and mutual respect.
The High School Law Review exists to provide students with an authentic space to think, write, and publish. Through close readings of Supreme Court opinions, sustained classroom dialogue, and the publication of their own legal writings, students learn to analyze arguments with precision, communicate with clarity, and engage in constitutional reasoning while practicing constructive disagreement. These are not merely academic skills. They are habits that prepare students to participate thoughtfully in civic life.
At the core of this work lies the practice of agreeable disagreement. Students are challenged not only to defend their own conclusions but also to understand the strongest versions of perspectives different from their own. They learn to separate ideas from identities, question their own assumptions, and recognize that disagreement, approached with curiosity and generosity, strengthens rather than weakens a community of learners. The notes gathered in this volume reflect that commitment. They demonstrate careful reasoning, sincere inquiry, and a readiness to tackle difficult questions with both conviction and respect.
None of this would be possible without the extraordinary educators who make this work accessible to students in classrooms every day. Teachers create the conditions in which students are willing to ask hard questions, revise their thinking, and engage one another with both rigor and kindness. Their leadership turns constitutional law from a body of primary sources to be studied into a living practice, and we remain profoundly grateful for their partnership.
As our community grows, so too does the significance of this publication. Students from coast to coast now contribute to a shared body of work, reading and learning from peers whose experiences, perspectives, and communities may differ greatly from their own. The National High School Law Review has become more than an annual issue; it is a national forum where young people discover that meaningful disagreement can be a source of learning rather than division.
To every student whose work appears in these pages, congratulations. Your willingness to think carefully, write thoughtfully, and share your ideas contributes to something far larger than a single legal note. To every teacher, school, and chapter that made this volume possible, thank you for believing in the importance of this work and for helping this community continue to grow.
We are excited by how far this movement has come and even more enthusiastic about where it is headed. We hope this edition inspires more schools to join us as we continue building a generation of citizens who know not only how to disagree, but how to do so with reason, respect, and an open mind.
