Of course, in the technical sense, what we do in high school is not research at all. There's no data being collected and analyzed, and in fact many students simply report what they find. It's a literature review at best, and it's a "report" at worst. Both of these things have their place, yes, but there is a difference between looking something up and "doing research".
One of the biggest struggles students have in this process is, unsurprisingly, finding sources. We give students a list of search engines, and online databases, and then leave them to sift through the sources and find eight to ten quality pieces of support. Many students, however, have been acculturated to believe that if information is accurate and worth knowing, it'll be the first thing to pop up. Rather than scan for the best sources, many simply settle for the first. Rather than construct intelligent search queries, such as "Stonehenge; history", they'll type "what is the history of the stonehenge" into the search bar. When the computer is unable to find anything, or when it turns up a few duds at the top of the search list, many students immediately give up and declare "there's nothing on my topic; I can't find anything." It's almost funny that teenagers systematically assume that after three minutes of searching on a database with access to more articles than they could read in their entire lives, that they've proven nothing is to be known on their paper topic. A lack of "grit" is to blame.
The biggest takeaway students need from this project is that research is not a linear process. The information isn't hidden, but it's not waiting in a row to be consumed. You have to know where to look, but more importantly, you have to know how to look. The information, after all, isn't the one looking for you.