Youth activism in societal change is a mirror image of =positive youth development‘. The
youth participation and engagement in civic activities in Maldives, is crucial to anticipate the
social, economical and political development of the island nation with Muslim population.
The youth population of the county is defined between the age of 18-34, consisting nearly
one third of the population. Thus, expansion of formal school education needs to enhance
voluntarism and activism among Maldivian generations. In this paper, the role of school
education on youth development and activism is explored via Maldivian teachers‘ perception
by conducting semi-structured interviews with five qualified teachers, and surveying 30
teachers from various schools of the country. Youth accompanying competence, confidence,
connection, character, caring and contributions are vital elements for healthy youth
development. Based on this theoretical implication, engaging students in school activities
would encourage these characters towards their activism, now and then. Hence, the
perception of teachers would unmask the role of schooling on this ground. The data was
analysed by using both qualitative and quantitative analysis methods, since a mixed method
approach was used. The results indicate that meaningful pedagogical activity, co-curricular
activities, and school environment have a positive effect on positive youth development and
activism which reflects the six Cs mentioned. However, the maximum potential of activism
and participation are emerged from combined role of education, and parental support. These
results provide basic evidence that formal school education contributes to youth development
and activism, and it would have a positive influence to minimise social issues.