16- and 17-year-olds will be able to vote in the next general election as part of seismic changes to modernise UK democracy, with a vision to restore public trust in democratic institutions among young people. Currently, British youth express significant political disillusionment marked by negative views of politicians and parties and scepticism towards the existing political system. Though these reforms seek to challenge political disenchantment and enhance democratic participation, there is evidence that existing citizenship education for young people is insufficient, with delivery and approach across the UK highly inconsistent and usually lacking. 

Citizenship education equips young people with the knowledge, skills and understanding to be active and responsible citizens, covering topics like democracy, law, human rights, financial literacy, and social issues. However, a 2022 survey of 3,000 teachers at more than 2,000 English secondaries suggested that 1/5 of schools were teaching no political literacy material at all. Considering that historic election reforms will allow more young people to participate in their democracy, we should revisit and reinvest in citizenship education as a social and political necessity. 

Current citizenship education programmes have clear and sound content that students should be learning but these programmes are not being implemented to the necessary extent. The Key Stage 1 and 2 programme is non-statutory and schools are not required to follow it. The Key Stage 3 and 4 programme aims to ensure that all pupils "acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government" as well as developing knowledge and understanding of the justice system, community participation, critical thinking and financial needs. 

Though 60% of teachers feel responsible for developing young people’s political literacy 79% do not think their training or professional development in this area is sufficient. The pressure on teachers to meet exam grade targets reduces time allocation and prioritisation of citizenship education, which is consequently clustered with PSHE (Personal, Social, Health Education). Teachers may also be averse to discussing controversial topics due to the politicisation of education and programmes such as Prevent. 

Due to this inconsistency in delivery and approach, extending the vote to 16- and 17-year-olds could risk benefitting those from wealthier backgrounds unless all students are given equal access to citizenship education. Recent research found specific classes on politics and democracy have been provided unevenly across the country, with affluent schools more likely to receive dedicated lessons. Pupils with university-educated parents are also more likely to discuss politics at home and feel more confident engaging in political debates, resulting in educational disparity compounded by uneven citizenship education access. The result is a political system that feels unrepresentative and irrelevant to many young people, at a time when public trust in democratic institutions is already at an all-time low. Without proper access, votes at 16 could actually entrench inequality.

Furthermore, when we listen to secondary-age students themselves, a  2023 national survey by the University of Birmingham found 40% of them disagreed that their school teaches about real issues and problems affecting their lives. Only 38% of Year 10 students feel safe expressing their views regarding social and political issues in their school, and when classmates say something that they strongly disagree with, 52% stated they might keep their feelings private and only 34% agreed that most pupils treat each other with respect. 

However, students respond positively to educational resources they feel they do not ordinarily receive as part of the curriculum. One student testified: “In the past, I’ve heard from my parents about the party they support so it was interesting to learn about what all the other parties are offering in their manifestos this election. It was really educational.” (Matilda, 14, Worcestershire), while another added: “I now have a better understanding of what the different political parties stand for and how the voting process works. I feel better prepared for taking part in elections when I turn 18” (Aukse, 13, East London) (Save The Children, 2024). Young people are clearly politically motivated, but their sense of alienation from mainstream politics is keeping them disengaged.  

Concerningly, social media increasingly appears to be filling the vacuum left by insufficient citizenship education. 75% of 14- and 15-year-olds report learning most about political issues from social media. Social media has provided an invaluable platform for youth political engagement and has been a vital instrument in the promotion of recent movements. However, without prior education it can become a dangerous tool in the hands of students who have not been taught how to engage with online material in a safe and informed manner.

There are ways to improve poor citizenship education across the UK that do not cause major disruptions to the national curriculum: assemblies could be mostly devoted to citizenship education, leaving students with a solid base of knowledge to inform their own opinions. A short, accredited course in politics equivalent to half a GCSE at most could be implemented nationwide, and national mock election campaigns such as those run by the Hansard Society, Save the Children, UK Youth, The Politics Project, the Association for Citizenship Teaching and Girlguiding should be standard in secondary schools across the country. Students and teachers must have a sense that they are learning for a reason, convincing them to take the subject seriously and do their own independent research. 

Considering that the Government are taking steps to reinforce democratic participation amongst young people it is essential that consistent, equitable and accessible citizenship education becomes more of a priority in our schools. 

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