In 2007, students at a Swedish Upper Secondary School engaged in a series of protests and demonstrations against the implementation of a written assessment of student conduct. This article explores the motivations and manifestations of this resistance, mainly by analysing debate articles and web material from the student union that organized the protests, but also by drawing on news articles, policy documents and interview material in order to grasp how this resistance was received by advocates of the conduct assessment. Making use of Mouffe's and Rancière's theories on political dissent, as well as Foucauldian power perspectives, the article discusses the students' resistance in relation to political subjectification, concluding that it serves as an important manifestation of individual as well as collective engagement in school democracy, and personal student integrity.