Despite teaching religious education and sociology for most of my career, I trained as a citizenship teacher in 2007. Occasionally, I feel guilty for choosing the seemingly more promising role of an RE teacher, which I have thoroughly enjoyed.
I recall my PGCE tutor, UCL’s Jeremy Hayward – a staunch advocate for citizenship education – suggesting that I teach some RE before returning to championing democratic engagement among young people.
I apologise, Jeremy: I never did. However, as a senior leader, I now oversee citizenship education, alongside PSHE.
This responsibility comes at a challenging time, with democratic principles being undermined by polarised rhetoric, misinformation, and conspiracy theories – all readily accessible on students’ devices.
Political alienation and even civil unrest have also become more common over the past few years.
Moreover, citizenship education faces its own challenges. Many schools fail to meet the statutory requirements (Tobin, 2023), and former education secretaries have downplayed its importance (McInerney, 2019).
Popular educationalists have also criticised the subject. In response to the Chartered College for Teaching’s call for the government to address “urgent social issues” following last summer’s unrest, Tom Bennett wrote on social media: “The difficulty with thinking that schools can solve complex social problems through directly teaching them in lessons or assemblies is that: (1) it has been attempted for decades, most notably through citizenship education, which did such a great job of preventing the 2011 riots; and (2) it doesn’t work.” (Bennett, 2024).
What is citizenship education?
Citizenship education, as defined by the Association for Citizenship Teaching, refers to educating individuals on how society functions and how to play an active role in democratic life.
It covers areas such as the workings of government, the legal system, and the importance of civic engagement (ACT, n.d.). The aim is to equip young people with the knowledge, skills, and understanding needed to become informed and responsible citizens.
In England, citizenship education was introduced as a statutory subject in the national curriculum in 2002. It is compulsory for all students aged 11 to 16 in maintained schools, with the expectation that students will learn about democracy, government, and how laws are made and upheld.
Additionally, citizenship education aims to encourage students to participate actively in their communities and develop the skills needed for critical thinking, discussion, and debate (DfE, 2013).
Despite these requirements, there remains variability in how citizenship education is delivered across schools, with many institutions giving it less emphasis compared to core subjects like mathematics and English (Burton & May, 2015; Tobin, 2023).
The importance of citizenship education
Citizenship education plays a vital role in fostering a cohesive society. It helps young people understand the rights and responsibilities that come with living in a democratic society and encourages them to engage in civic duties such as voting and community service (Young Citizens, n.d.).
Through citizenship education, students learn about the importance of diversity and the need for mutual respect, which is essential in a multicultural society.
Furthermore, citizenship education is crucial for developing critical thinking skills. It allows students to explore different viewpoints, understand the complexity of social issues, and make informed decisions (Jerome & Kisby, 2020).
By engaging in discussions and debates, students can better understand how to articulate their views and listen to others, fostering a culture of dialogue rather than conflict.
In an era where misinformation is rampant, citizenship education also helps students become discerning consumers of information. It teaches them to critically evaluate sources of information, understand bias, and make reasoned arguments based on evidence. This is particularly important in the digital age, where young people are constantly exposed to a vast array of information online (Jerome & Kisby, 2020).
Addressing criticisms of citizenship education
Despite its recognised importance, citizenship education faces several criticisms, primarily concerning its implementation and effectiveness. Critics argue that teaching citizenship merely as a theoretical subject is insufficient if schools themselves do not practise democratic principles.
Without opportunities for real decision-making, students may see citizenship education as disconnected from their lives, making it harder for them to internalise democratic values (Biesta, 2011).
Some philosophers argue that many government-promoted citizenship education programmes focus too narrowly on fostering political participation and solidarity. This risks limiting critical thinking and promoting conformity, rather than encouraging students to explore diverse perspectives and develop their own understanding of good citizenship.
Citizenship education should aim to cultivate open-mindedness and autonomy, helping students form their own informed views (Van der Ploeg, 2016).
Additionally, citizenship education is often treated as a secondary subject, with insufficient time and resources allocated to cover the curriculum effectively. Many educators feel ill-equipped to teach the subject, lacking the necessary training and resources (Burton & May, 2015).
These criticisms highlight the need for a balanced approach to citizenship education, combining theoretical knowledge with practical engagement.
To address these issues, schools should allocate sufficient time and resources to citizenship education, ideally treating it with the same importance as core subjects.
Integrating citizenship education into other areas of the curriculum can also reinforce its relevance and importance. For instance, discussing democratic principles in history or ethical issues in science can provide students with a more holistic understanding of citizenship (Jerome et al, 2022).
Teacher training programmes should include specific modules on citizenship education to ensure educators are equipped with the knowledge and skills required to teach the subject effectively.
By doing this, schools can ensure that citizenship education not only informs students about their rights and responsibilities but also empowers them to participate actively and thoughtfully in democratic society.
Tips for promoting and incorporating citizenship education in schools
Unless your school offers weekly timetabled lessons, to ensure that citizenship education is effectively promoted and incorporated into the school curriculum, the following strategies can be implemented
Incorporate citizenship themes across subjects: Acknowledging that many schools do not teach citizenship education, it should be integrated across the curriculum. Teachers can draw connections between citizenship themes and other subjects, such as discussing the role of government in history or the ethical implications of scientific advancements in science classes (Jerome et al, 2022).
Use form time or similar periods: Many schools have extended form periods, which can be used for PSHE and literacy, as well as key elements of the citizenship curriculum. In my own school, where we have two trained citizenship teachers involved in producing resources, we integrate PSHE and citizenship into our curriculum through Reach Beyond, which includes 60 designated 30-minute lessons a year further embedding citizenship into the life of our school.
Engage students in active citizenship: Schools should encourage students to participate in community service projects, school councils, or local government initiatives. This hands-on approach helps students understand the practical applications of citizenship education and the impact they can have in their communities (Young Citizens, n.d.). In my school, my colleague Emily Withers oversees a highly successful whole-school active citizenship programme, which we call Community Common Room, and which involves all key stage 3 pupils in community-based activities, including supporting local events, visiting care homes, and raising funds for local charities.
Provide CPD for teachers: Schools should invest in training programmes that equip teachers with the skills and knowledge needed to deliver citizenship education effectively. This includes workshops, seminars, and access to teaching resources that focus on contemporary social and political issues (Burton & May, 2015). In relation to Reach Beyond and Community Common Room, we team-up form tutors with middle and senior leaders and allocate time for them to discuss and tweak the 20 sessions on PSHE and citizenship that they will deliver each term.
Use technology to enhance learning: Digital platforms and online resources can be valuable tools in citizenship education. Schools can use interactive tools, online debates, and digital campaigns to engage students and provide them with real-world experiences of civic engagement (Jerome & Kisby, 2020).
Encourage critical thinking and debate: Citizenship education should promote an environment where students feel comfortable expressing their views and engaging in debates. This helps develop critical thinking skills and encourages students to consider different perspectives on social and political issues (Jerome & Kisby, 2020).
Final thoughts
Despite my time away from citizenship, I am pleased to be back and involved in its promotion. By understanding their rights and responsibilities, engaging in civic duties, and developing critical thinking skills, I hope my school’s students can contribute positively to society. While there are challenges in its implementation, with the right support and resources, citizenship education can be effectively integrated into the school curriculum, ensuring that it plays a central role in the education of future generations.
Yes, citizenship may not have prevented the 2011 riots, but then the previous government’s knowledge-based curriculum and advice to schools on challenging poor behaviour didn’t prevent the 2024 riots either.
Perhaps we can all keep on trying.
- Andrew Jones is assistant headteacher at The Reach Free School in Hertfordshire and a regular contributor to SecEd. He has been a teacher for 22 years. Find his previous contributions to SecEd via www.sec-ed.co.uk/authors/andrew-jones
Further information & references
- ACT: What is citizenship education? (n.d.): www.youngcitizens.org/resources/citizenship/importance-of-citizenship-education
- Bennett: @tombennett71 tweet, September 16, 2014: https://x.com/tombennett71/status/1821273497458401594
- Biesta: Learning democracy in school and society: Education, lifelong learning, and the politics of citizenship, Sense Publishers, 2011.
- Burton & May: Teaching citizenship education in secondary schools, Ejournal of the British Education Studies Association (7), 2015.
- DfE: Citizenship programmes of study: Key stages 3 and 4, 2013: https://assets.publishing.service.gov.uk/media/5f324f7ad3bf7f1b1ea28dca/SECONDARY_national_curriculum_-_Citizenship.pdf
- Jerome et al: Citizenship education in the United Kingdom: Comparing England, Northern Ireland, Scotland and Wales, Journal of Social Science Education (21:4), 2022.
- Jerome & Kisby: The impacts of citizenship education, Impact, 2020: https://my.chartered.college/impact_article/the-impacts-of-citizenship-education/
- McInerney: Michael Gove tried to make citizens 'politically literate' – and that’s a problem, The Guardian, 2019: www.theguardian.com/education/2019/sep/17/politically-literate-citizens-problem-michael-gove-citizenship-lessons-school-brexit
- Tobin: Teaching citizenship and life skills in schools, House of Lords Library, 2023: https://lordslibrary.parliament.uk/teaching-citizenship-and-life-skills-in-schools/
- Van der Ploeg: Dewey and citizenship education: Schooling as democratic practice, Education, Citizenship and Social Justice (11:2), 2016.
- Young Citizens: The importance of citizenship education, (n.d.): www.youngcitizens.org/resources/citizenship/importance-of-citizenship-education