過去，學生被認為是特別權力關係的一環，縱使權利受到侵害，亦不得請求救濟。然而大法官在民國84 年做成釋字382 號解釋，首度讓學生的特別權力關係露出一絲曙光，讓學生身分受侵害時得以提起行政訴訟。而後於民國100 年做成釋字684 號解釋，終於擺脫拘束學生的特別權力關係，開啟了學生救濟的門。惟美中不足的是釋字684 號解釋適用範圍僅限於大學生，而未及於其他階段之學生，使得中小學生仍須受到釋字382 號解釋之拘束，對於權利遭受侵害並無救濟之管道。然而國民中小學是義務教育，國家有義務提供學齡兒童學習機會，學生應為國家保護之對象，如學生之權利在校園中受到侵害，是否可剝奪其救濟之機會，值得我們探究。因此本文擬從中小學生的教育權和受教育權來探討中小學生行政爭訟權之保障，並於最後針對釋字684 號解釋加以評析，以期賦予中小學生救濟之權利，實現保障中小學生的受教育權之目標。

In the past, students were considered part of the Das besondereGewaltverhaltnis, even if rights have been violated, nor request for relief.Justices in 1995, made interpretation No.382, for the first time for studentsto reveal the Das besondere Gewaltverhaltnis that they can relieve whentheir student’s identities are violated. And then in 2011 interpretationNo.684 were made, get rid of student’s Das besondere Gewaltverhaltnis,open the students relief doors. However, interpretation No.684 is limited touniversity students, without application in other stages of the students,students still need to be restricted by the interpretation No.382. But theprimary and secondary education is compulsory, the country must provideschool-age children learning opportunities, and students should be protectedby country, such as the rights of students on school have been violated, theymust have the rights to prevent.Such violations this his article intends todiscuss the primary and secondary student’s right of education and relief,and finally comments on interpretation No.684, to give the students the rightseek to relief.