Lorem Effective feedback is essential for improving learning. Recent research on student participation in feedback problematizes their involvement in terms of roles, commitment, proactive reception, and the agency of engagement to analyze students' constructive contributions. Thus, the research has focused on the factors that influence student participation, to identify its effectiveness in academic performance and student satisfaction, rather than investigating their agency and involvement in feedback. These investigations have extrapolated university students' participation in feedback to secondary schools without addressing institutional and curricular factors that affect their participation. Therefore, the objective of this presentation is to analyze the participation of secondary students in feedback on social thinking in the subjects of History, Geography, and Social Sciences, as its construction requires effective feedback that demands commitment and student agency for the development of social literacy. This enables them to use the information produced in feedback to construct social thinking. Twelve group interviews were conducted with secondary students from three types of establishments: municipal, private-subsidized, and private-paid. Each group consisted of students from the same subject, same grade, and an equal number of men and women. The interviews were conducted using linguistic guides and visual stimuli depicting various feedback situations. The information collected in the interviews was interpreted through deductive qualitative content analysis. The results demonstrate that students from municipal and private-subsidized establishments participate in feedback as a transmission of information to improve their learning and academic performance. In contrast, students in paid establishments deploy dialogic-critical actions to interpret and react to feedback information, using metacognitive strategies that enable deliberation and evaluative judgment. Additionally, clear language from the teacher is important as it enhances the interpretation and use of feedback. Furthermore, building trust between teacher and student is essential for constructive agency. This requires the acceptance of criticism since it impacts the student's agency, making a positive and affective connection with the teacher, necessary to avoid discrepancies in expectations and maladaptive dissonance. Therefore, the student's active agency depends on their ability to construct meaning and make sense of information for the purpose of using social science literacy in the development of social thinking. In conclusion, it is necessary to critically examine and expand the evidence on the agency of secondary students in feedback. Agency does not imply an active and reflective commitment and involvement of students in feedback as a knowledge space. This is because agency and active commitment require dialogic feedback with interactive support for the construction of complex knowledge.