New Research Highlights the Impact and Challenges of Citizenship Education in Schools

Findings from the second year of data in ACT’s National Citizenship Education Study (NCES) reinforce the need for a stronger national commitment to Citizenship education

The role of Citizenship education in preparing young people for democracy has never been more critical. At a time when misinformation spreads rapidly, political disengagement among young people remains a concern, and global democratic challenges intensify, schools should be the front line in equipping students with the knowledge and skills to participate actively in society.

New findings from the second year of data collected for the National Citizenship Education Study (NCES)—commissioned by the Association for Citizenship Teaching (ACT) as part of its Active Citizenship in Schools research programme—highlight both the positive impact Citizenship education is having on students and the challenges teachers face in delivering the subject effectively.

This year’s research drawn from a self-selecting group of schools working with ACT is summarised in two separate reports:

• The Student Report, based on survey responses from 2,798 students across 16 schools, examines how Citizenship education influences students’ civic knowledge, democratic attitudes, and engagement.
• The Teacher Report, based on a wider teacher survey, explores the state of Citizenship education in schools, including leadership, curriculum provision, and pedagogical approaches.

Together, these reports are helping to provide a comprehensive picture of how Citizenship education is shaping young people’s civic attitudes—and where urgent action is needed to ensure high-quality provision in every school.

Citizenship Education is Linked to Positive Student Outcomes

The Student Report suggests strong evidence that when students from our sample of self-selecting schools regularly encounter Citizenship teaching, they become more tolerant, supportive of democracy, and confident in their ability to participate in civic life.

• More Citizenship content = stronger democratic engagement – Students who study Citizenship frequently and through a range of areas of study are more likely to express optimism, trust, and intention to vote.
• An open classroom climate matters – When students experience exploratory, discussion-based learning in Citizenship, they develop higher levels of political efficacy, tolerance, and engagement.
• A positive school ethos makes a difference – Feeling safe, listened to, and respected at school is associated with greater trust, higher knowledge, and stronger democratic values.

Encouragingly, in the research sample there was little evidence of socio-economic, ethnic, or religious disparities in how students experience Citizenship education—suggesting that, when taught well, it can provide an inclusive foundation for democratic participation.

Challenges in the Teaching of Citizenship

While students benefit from Citizenship education, the Teacher Report highlights significant inconsistencies in how the subject is taught across the 95 schools who voluntarily chose to complete the survey.

• Limited specialist provision – Half of schools in the survey have a Citizenship specialist teacher, and fewer than half have a consistent Citizenship teaching team at Key Stage 3.
• Timetabling and curriculum gaps – While some areas of Citizenship content (such as social issues, inequality, and the media) are well covered, political knowledge, voting, and government structures are often taught less frequently or not at all. However, those teaching GCSE Citizenship Studies appear to have more curriculum time on a par with other subjects.
• Lack of CPD opportunities – One-third of teacher respondents felt they had access to regular professional development in Citizenship, and only 27% of teachers reported that their colleagues took up CPD opportunities.
• Limited active learning experiences – While 85% of schools in the research sample engage students in active citizenship projects, other key activities—such as visits to Parliament, field trips, and role-playing or simulation exercises—are missing in many schools, limiting students’ exposure to real-world democratic engagement.

Why This Matters: Implications for Policy and Schools

ACT’s Active Citizenship in Schools programme, running from 2021 to 2025, involves developing coherent and sequenced model curriculum and Citizenship teaching resources, training and professional development for teachers and research evaluating the long-term impact of embedding Citizenship and active citizenship within the curriculum. The NCES findings from this second year of data collection reinforce the urgent need for a stronger national commitment to high-quality Citizenship education. 

As the Department for Education’s Curriculum and Assessment Review (CAR) continues and new legislation is being introduced meaning every school will follow the national curriculum in the future, the subject of Citizenship and the quality of teaching must be strengthened—not sidelined. Schools need:

• A clear national commitment to high-quality Citizenship education as a subject in the national curriculum from primary, through secondary and to post-16 provision—ensuring that all young people develop the knowledge, skills, and confidence to participate fully in democracy.
• Increased investment in specialist Citizenship teacher training and CPD—so that Citizenship is taught by qualified professionals who can engage students effectively.
• A stronger, more consistent Citizenship curriculum entitlement—so that all students, regardless of school or background, have equal access to high-quality Citizenship education.

Time to Act

The evidence is clear: when students experience strong, well-supported Citizenship education, they become more informed, engaged, and active citizens. As the government considers lowering the voting age, whilst facing growing political disengagement and democratic challenges, ensuring all young people receive this education is more urgent than ever. ACT has written to the Secretary of State for Education urging the government to strengthen Citizenship in schools. Join over 100 leading educators, academics, and policymakers by signing our open letter.