There are several reasons why activities like these provide such an important (and lasting) impression on youth attitudes. For one, these activities allow young people to acquire practical as well as cognitive skills. For example, mock elections give students an opportunity to participate in (mock) election campaigns and to run as candidates. In the process, students practice politically-relevant skills such as public speaking; formulating and communicating opinions about political issues; negotiating with others; and learning to work in groups.

Even simply filling in the mock ballot paper can be beneficial, as it not only allows students to become familiar with how to cast their vote, but it can get young people into the habit of participation. Many political scientists believe that voting is a habit and that people are more likely to vote if they have done so in the past. Young people typically do not get a chance to form this habit until after the age of 18, but mock elections can help to start the habit-formation process.

Schools also send an important message to young people when they give them opportunities to practice democracy at school. In particular, these activities help to reinforce the social norm that political participation is worthwhile. Exposing young people to this idea while they are at secondary school is particularly important. Adolescence is a formative period and the norms, identities and habits that are formed during this period persist into adulthood and help to shape political participation in later life.

More importantly, by offering these activities schools are also signalling that young people’s opinions matter. This can help young people to feel more included, and boost their confidence and sense of efficacy. Young people are more likely to take part if they feel that their voice will be heard, and that their efforts will make a difference.

Of course, simply holding mock elections in schools will not address all of the challenges surrounding youth political engagement. If only it were that easy. Families, political parties, NGOs and the media must also play their role in engaging young people with politics. And of course schools need to be given adequate support and resources in order to play their part. Politicians regularly pronounce their support for citizenship education, but if any type of citizenship education is to be effective, policy announcements in this vein must be backed-up with sustained political commitment, practical support for schools, and trained teachers. Without these vital resources, it will be difficult to live up to the potential that different types of citizenship education can have and give youth political engagement the boost it still clearly needs.

This post drew on a then-forthcoming paper in the Hansard Society's journal 'Parliamentary Affairs', since published as Avril Keating and Jan Germen Janmaat, ‘Education Through Citizenship at School: Do School Activities Have a Lasting Impact on Youth Political Engagement?', Parliamentary Affairs, Volume 69, Issue 2, April 2016, pp 409-429