New Civics Education Requirements and Student Self-Censorship

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Across the United States, several states are introducing civics requirements in their education systems. Iowa has implemented a new law mandating that graduation hinge on passing a test derived from the naturalization exam starting this fall. Kentucky’s law, effective as of 2024, necessitates either a civic literacy course or success in a 100-question civics test. In June, Alaska incorporated civics into diploma prerequisites.

Mississippi took action in April, programming civics into the necessary coursework starting from 2027. Washington, D.C. approaches civics education through social studies standards introduced since 2024. These standards emphasize “engaging in civil discourse and taking informed action” as central practices. The required government and civics course culminates in an advocacy capstone where students analyze and propose solutions for public policy issues at local, state, or national levels.

Such education initiatives aim to enhance civic knowledge and, in some instances, civic practice. However, according to findings from the Sandra Day O’Connor Institute, a significant question emerges: are students willing to engage in disagreement? A summer survey of recent high school graduates from 25 states and Washington, D.C. highlighted the dynamics of classroom civics discussion.

Fifty-eight percent of students acknowledged self-censorship due to fear of peers’ reactions to political or civic topics. Despite a generally comfortable environment for sharing views reported by seventy-three percent, 51 percent of them still occasionally refrained from expressing themselves. This indicates that the silence is often dependent on specific situations.

A student from Washington, D.C. noted “the lack of the comfortable space to talk about those things,” which led to hesitancy in discussing contested topics. Students often worried about peers, with 91 percent citing classmates as a concern for self-censorship and 41 percent noting teachers.

Data reflects a similar trend among young adults: Harvard’s Fall 2025 Youth Poll found 47 percent of Americans aged 18 to 29 avoiding political conversations due to concern over reactions.

Why does this self-censorship matter? Civic education tasks students with understanding American government operations and practicing citizenship, which involves forming, articulating, and defending viewpoints, as well as evaluating opposing arguments. Opinions suppressed because of social concerns miss the chance for testing and refinement.

Teachers play a critical role in shaping classroom conditions. Our survey revealed 53 percent of students noticed times when teachers avoided or halted discussions on political or current-event topics. Additionally, nearly 80 percent of civics teachers surveyed in 2025 admitted to self-censorship due to potential controversy.

Research suggests that peer dynamics heavily influence class participation in comparisons with teacher behavior. Misperceptions among students about peer norms can impact their willingness to share diverse opinions.

Inside the classroom, several strategies can help. Anonymous surveys might reveal student beliefs regarding the respectful treatment of peers with unpopular opinions and clarify peer perceptions. Facilitating debates where students argue assigned positions anonymously can aid in overcoming reluctance.

Concerns about social media discussions also influence student reticence. Thus, setting norms about information sharing outside of the classroom is essential. Teachers should also receive training in managing peer dynamics alongside standard teaching techniques.

A civics test can confirm knowledge of the government structure but cannot ensure students will advocate for unpopular views openly among peers. Our findings underline the importance of nurturing essential citizenship practices within education.

Liam Julian serves as Chief of Programs and Public Policy at the Sandra Day O’Connor Institute. This nonpartisan nonprofit organization was founded by Justice Sandra Day O’Connor. The Institute’s report, “Why Are Students Self-Censoring in Civics Class?,” is accessible at oconnorinstitute.org/research2026.