The Swedish gender-neutral pronoun (GNP) "hen" has been in popular use since its (re)introduction to the public in 2012. Earlier research, analysing newspapers, academic papers and blogs, shows two uses of "hen": when gender is unknown and when gender is irrelevant. However, there is a lack of studies of verbal, situated, uses of "hen". In this article, we analyse recordings of year-eight students using "hen" when discussing a "Nemi" comic. Drawing on discursive psychology, we explore how students negotiate the gender of two unknown characters, and co-construct "hen" as the proper pronoun use. Adding to previous research, the analysis shows how students make both gendering as well as not gendering into accountable, repairable actions, and how they verbally use "hen" as a norm-critical other-repair, specifically as an action promoting GNP use. Thus, this exploratory case study contributes knowledge on the situated use of "hen," something hitherto unexplored. These results are in turn important to research on gender-neutral pronouns, and our knowledge on their situated use, as well as norm-critical work in schools.