Australian students just recorded the lowest civics scores since testing began. But young people do care about politics

Australian school students’ civics knowledge is the lowest it has been since testing began 20 years ago, according to new national data.

Results have fallen since the last assessment in 2019 and to the lowest levels since the national civics test began in 2004.

This follows a federal parliamentary report earlier this month^[1], calling for mandatory civics education in Australian schools (it is currently part of the curriculum but not compulsory). The report cited fears^[2] young people are “poorly equipped” to participate in Australian democracy.

The latest results are certainly concerning. But as a researcher of the political lives of young people, I would caution against assuming young people “don’t care” about politics, or are unable to engage in it.

We also need to think about how civics education^[3] can engage meaningfully with young people and meet their needs.

What does the new report say?

This report from the Australian Curriculum, Assessment and Reporting Authority^[4] is based on a national sample of Year 6 and Year 10 students, who are tested on their civics and citizenship skills. It includes knowledge of democratic principles, the Australian political system and related history.

The test is supposed to run every three years, but the most recent one was delayed by COVID. In 2024:

• 43% of Year 6 students attained the “proficient standard”, compared with 53% in 2019

• 28% of Australian Year 10 students met the proficient standard, compared with 38% in 2019.

Young people care about history and community

Alongside their civics skills, students were also asked about their support for a range of “citizenship behaviours”. While these figures have dropped from previous years, they nevertheless indicate most students are engaged in civic issues.

• 81% of Year 6 students and 75% of Year 10 students thought learning about Australa’s history was “very or quite” important

• 77% of Year 6 students and 70% of Year 10 students thought participating in activities to benefit the local community was “very or quite” important

• 85% of Year 6 students and 68% of Year 10 students thought taking part in activities to protect the environment was “very or quite important”.

Young people are knowledgable and active

My research with young Australians^[5] shows they are interested, knowledgeable and active on civic and political issues in many different ways.

This includes getting involved in or creating their own organisations, campaigns and online content. The issues range from bullying to mental health, climate change and ending gender-based violence.

My research also shows^[6] even children as young as six have views on how to address complex issues such as climate change.

When provided with platforms that respect their views, young people show they can research, deliberate and problem-solve. Many have clear opinions^[7] on what makes for a good life for themselves, Australia and the world. Initiatives such as a children’s parliament^[8] can connect their views directly with those who govern.

Young people don’t feel included

But governments and other authorities are historically poor at meaningfully engaging with young people^[9].

In my work^[10] and other research^[11], we continue to hear many students feel they don’t have a genuine voice in the community.

For example, in the climate movement, young female activists have said they do not feel feel their views are taken seriously by decision-makers^[12] because they are under 18.

This suggests children’s interest and confidence in democracy could be supported by giving them meaningful opportunities^[13] to participate before they can vote.

For example, creating governance mechanisms that include and are accountable to young people on matters that affect them. This should extend to issues which will significantly impact them into the future, such as housing and tax.

Technology and critical media literacy matter

We also have to make sure students are supported to get good quality information about issues relevant to them. And that they have the skills and resources to navigate information online.

Research suggests^[14] engagement with news and strong media literacy skills are linked to civic participation.

Studies have also found^[15] many Australian children who have high interest in the news are also involved in social issues online. Research shows^[16] social media is a key source for this news (as opposed to traditional sources such as newspapers or television).

At the same time, just 41% of children aged 8–16^[17] are confident they can tell fake news stories from real ones (which is is similar to survey results for adults^[18]).

We also know some students, particularly from lower socioeconomic backgrounds^[19], lack access to the technology they need for their schooling and everyday lives.

How can civics and citizenship knowledge be improved?

The new data certainly indicates the current system for civics education is not working for Australian students.

As we work to improve young people’s civics knowledge, research indicates^[20] any new approach in schools should be created in conjunction with young people themselves. If young people are given a say in how their civics education is designed, they will be more engaged^[21] and the lessons will be more effective, especially for students who face disadvantage.

Other studies we have co-designed and co-researched^[22] with young people have resulted in recommendations to trust young people and give them responsibilities and real-world learning opportunities, outside of school. They prioritised self-efficacy^[23] (people’s belief they can can control events that affect their lives) and a sense of belonging.

If civics education is going to be effective, it should acknowledge young people already have an interest and a stake in politics, focus on where they get their information, and involve them in how civics education is designed and delivered.

We might then have a model for supporting civics and citizenship learning across the community and across people’s lives.

References

1. ^{^} federal parliamentary report earlier this month (www.theaustralian.com.au)
2. ^{^} cited fears (www.aph.gov.au)
3. ^{^} civics education (theconversation.com)
4. ^{^} Australian Curriculum, Assessment and Reporting Authority (www.acara.edu.au)
5. ^{^} research with young Australians (www.whitlam.org)
6. ^{^} research also shows (www.tandfonline.com)
7. ^{^} have clear opinions (www.whitlam.org)
8. ^{^} children’s parliament (www.liverpool.nsw.gov.au)
9. ^{^} meaningfully engaging with young people (theconversation.com)
10. ^{^} my work (www.whitlam.org)
11. ^{^} other research (humanrights.gov.au)
12. ^{^} are taken seriously by decision-makers (www.tandfonline.com)
13. ^{^} meaningful opportunities (academic.oup.com)
14. ^{^} suggests (eprints.qut.edu.au)
15. ^{^} have also found (apo.org.au)
16. ^{^} shows (theconversation.com)
17. ^{^} 41% of children aged 8–16 (apo.org.au)
18. ^{^} survey results for adults (medialiteracy.org.au)
19. ^{^} particularly from lower socioeconomic backgrounds (theconversation.com)
20. ^{^} indicates (researchmgt.monash.edu)
21. ^{^} they will be more engaged (www.google.com.au)
22. ^{^} we have co-designed and co-researched (www.learningcreates.org.au)
23. ^{^} self-efficacy (www.simplypsychology.org)