States throughout the United States are increasingly implementing civics requirements in education. As of fall, Iowa mandates passing a test, similar to the naturalization exam, for graduation. Kentucky’s law, in effect for 2024, requires students to complete a civic literacy course or a 100-question civics test. In June, Alaska integrated civics into diploma criteria. Mississippi’s legislation from April includes civics in mandatory coursework starting in 2027. The District of Columbia offers a unique approach with standards emphasizing civil discourse and informed actions, accompanied by an advocacy capstone project.
These initiatives aim to enhance civic knowledge and, occasionally, practices. However, a survey by the Sandra Day O’Connor Institute raises a crucial issue: will students feel comfortable expressing differing opinions? This summer, the Institute surveyed recent high school graduates in 25 states and Washington, D.C., on how their civics classes managed disagreement. Fifty-eight percent admitted to self-censorship, fearing peer reactions. Despite a generally comfortable environment reported by seventy-three percent, over half in this comfortable group had self-censored at least once.
The research highlights an important social dynamic. Ninety-one percent of the self-censoring students were concerned about classmates, while forty-one percent cited the teacher, shifting the focus from adult influence to peer interactions. Nationally, Harvard’s 2025 Youth Poll shows similar trends among those aged 18-29, with forty-seven percent avoiding political discussions, wary of responses.
Self-censorship matters because civics education combines understanding government functions with practicing citizenship skills like debate and respecting opposing views. Unspoken opinions miss the chance for scrutiny and challenge by classmates, directly impacting citizenship practice.
Teachers play a pivotal role, influencing classroom dynamics. Fifty-three percent of surveyed students observed teachers sidestepping, interrupting, or shutting down sensitive discussions. A separate survey in 2025 revealed nearly eighty percent of civics teachers self-censor due to concerns over reactions or controversy, reflecting caution from both students and educators.
Research underscores peer influence in discussions. One study on tenth-grade social studies classes found peers’ perceptions impacted participation more than teacher behavior. Misinterpretation of peer norms is common, as students often misjudge classmates’ views. The report suggests practical classroom strategies: anonymous student feedback on respect for differing opinions, correcting assumption errors, argument exercises with assigned positions, and ensuring privacy to protect against social media exposure.
Training teachers in managing peer dynamics is crucial. A civics test may verify knowledge of government structure but cannot ensure students will defend unpopular views among peers. The survey reveals this willingness is not guaranteed.
Liam Julian is the chief of programs and public policy at the Sandra Day O’Connor Institute, a nonpartisan nonprofit established by Justice Sandra Day O’Connor. Find the Institute’s new report, “Why Are Students Self-Censoring in Civics Class?,” at oconnorinstitute.org/research2026.