Empowering Students in Democracy: A Call for Meaningful Civics Education
The recent findings from Australian Curriculum, Assessment and Reporting Authority (ACARA) highlight a concerning decline in civics knowledge among Australian students. Only 43% of Year 6 and 28% of Year 10 students met the 'proficient standard' in the latest national assessment—the lowest levels since testing began in 2004. This decline coincides with a federal parliamentary report recommending mandatory civics education, amid concerns that young people are ill-equipped to participate in Australian democracy. However, this data should not be misinterpreted as a lack of interest among young people in civic issues. Instead, it signals a failure to provide engaging, meaningful, and student-led learning opportunities.
Understanding the National Civics and Citizenship Assessment
The National Assessment Program – Civics and Citizenship (NAP–CC) has been monitoring and reporting on civics education in Australia, focusing on Year 6 and Year 10 students’ understanding of Australia’s civic institutions, government systems, citizenship rights and obligations, and the principles of democracy. Due to COVID-19 disruptions, the latest assessment in 2024 followed a five-year gap since the previous cycle in 2019.
The 2024 results show the lowest percentage of students achieving proficiency since the program's inception. However, it is important to note that most students still rated key citizenship behaviours—such as obeying the law, learning about Australia’s history, and voting—as important. Additionally, there was strong student support for positive attitudes toward First Nations Australian cultures. These findings highlight the need for a re-evaluation of how civics education is delivered in schools.
Students Are Active, But Disconnected
Contrary to the assumption that young people are disengaged, our own engagement with students show they care deeply about social and political issues. ACARA’s report itself shows that large majorities of students value learning about history (81% of Year 6 and 75% of Year 10), contributing to their communities (77% and 70%, respectively), and environmental activism (85% and 68%). Yet, many young people report feeling excluded from civic processes.
This disconnect between students’ interests and their declining civics knowledge suggests that traditional approaches to teaching civics are failing to resonate. The ACSV has consistently argued that meaningful student participation in democratic life is key to bridging this gap. As outlined in our submission to the Inquiry into Discrimination and Bullying in Tasmanian Schools, students must be active partners in shaping policies and practices that affect their lives, including education itself.
A Participatory Approach to Civics Education
The ACSV submission to the Joint Standing Committee on Electoral Matters Inquiry into civics education, engagement, and participation in Australia emphasised that schools must go beyond tokenistic 'student voice' initiatives and instead establish authentic partnerships where students influence decision-making. Our key recommendations included:
Embedding student voice in school governance – For example, schools might implement structures such as student advisory councils with real decision-making power.
A participatory approach to civics education – Learning should be student-driven, connecting real-world issues with the curriculum.
Addressing systemic barriers to student participation – We must challenge structures that exclude young people from having a genuine say.
These principles align with research that shows students are more engaged in learning when they have autonomy and see its relevance to their lives. Civics education should not just teach students about democracy—it should enable them to practice it.
When young people are given opportunities to deliberate, research, and take action on issues that matter to them—whether through youth parliaments, student-led climate action, or local governance initiatives—they develop the skills and confidence necessary for lifelong civic engagement. The Conversation also recently highlighted that effective civics education must be co-designed with young people.
Moreover, with social media and digital platforms playing a central role in young people’s political engagement, civics education must prioritise media literacy and critical thinking. Many students rely on social media for news, yet only 41% of Australian children aged 8–16 feel confident distinguishing real from fake news. Equipping students with media literacy skills will help them navigate misinformation and make informed decisions.
Moving Forward: A Student-Led Approach
If we are serious about reversing the decline in civics knowledge, we must rethink how it is taught. Mandating civics education without addressing engagement risks repeating the same mistakes. Instead, civics learning must be hands-on, relevant, and student-led. The education system should:
Empower students to lead initiatives on issues they care about.
Provide opportunities for direct participation in democratic processes.
Ensure civics education reflects students’ lived experiences and connects to contemporary challenges.
It is clear that young Australians care about their communities, the environment, and democracy. It is time they are provided with the opportunities, and trust, they need to shape their futures.