How and where should young people learn about this? By law, schools eminently are important in giving young people the space to explore diversity and democratic values. A democracy assumes, appreciates and provides space to a wide range of attitudes, views, norms and values, and lifestyles.

Social cohesion and feelings of belonging among citizens are important aspect to keep societies together and remain focused on a common goal. This demands effort and commitment to celebrate shared understandings and work around differences. Secondary school, in particular is a significant place in the transition of young people into adulthood, but is both a place of risk and opportunity. Although schools’ task to educate about the development of citizenship competences has been taken up in the law, it remains unclear what the impact is of this implementation.

For now, let’s zoom in on the case of the Netherlands by looking at the recent general elections. In Dutch, we tend to say de jeugd heeft de toekomst which implies that the youth has the hope of our future. It is all the more surprising that elections results reveal that young people were overrepresented in the voting for right wing parties. In fact, if it was up to young people, the election winner Partij voor de Vrijheid (PVV, Party for Freedom) would not have ended up with 37 seats, but would have received 41 seats (NOS, 2023). A quick glance through the party programme learns us that the PVV holds dubious views on democratic values and human rights. The party desires the abolishment of the senate, a ban on all Islamic schools, korans and mosques, and on headscarves in government buildings or an end to all asylum for refugees.

What is more interesting are key points in the programme that directly affect young people’s lives and futures. In fact, some key points are in conflict with the ‘United Nations Convention on the Right of the Child’ key principles. For example, adult treatment in criminal courts for young people above 14 years old, the withdrawal of agreement aimed to reduce climate change or a Nexit referendum. The questions here is, why would young people vote for policy change that has been prove to be against their own interests?

A recent study by Daas et al. (2023) into the citizenship competences of Dutch secondary school students illustrates the consequences of a ‘classroom’ status quo. Both students and teachers indicate that they lack the capacities and tools to learn and practice what active citizenship is. Students on the one hand point at the lack of safe spaces in which they can confidently share their own ideas, norms and values. They lack encouragement to formulate their own opinion, to express their personal political views or to participate in a context to discuss opposing views.  Instead, many feel afraid they might be judged because of non-mainstream ideas or views. On the other hand, teachers experience difficulties providing productive classroom environments to bring topics related to democracy and citizenship up for discussion. They feel less equipped to open up discussion in class about what active citizenship entails.  A productive discussion is thus easier said than done.

This is reflected in some of the conclusions of the report, which also involves findings across other global contexts. A general trend is observed that citizenship knowledge and competences are lower in 2022 than was the case in 2016. Although democracy as a form of government is highly valued among young people, it remains difficult for young people to understand what this then really means and how this translates into action. In a tense climate, sufficient connection between young people and citizens is increasingly important to make sure collective societal interests, goals and challenges are formulated and addressed by means of well-functioning agreements.

The above emphasises the urgency of international exchange between secondary school students, their teachers and academics to solve the challenges of future generations. The Active Citizenship Compass (ACC) responds to these challenges by working closely together with an international consortium of secondary school and universities in Turkey, Greece, Czech Republic, Spain, Belgium and the Netherlands.

1. Daas, R., ten Dam, G., Dijkstra, A.B., Karkdijk, E.M., Naayer, H.M., Nieuwelink, H. and van der Veen, I. (2023). Burgerschap in Beeld. Burgerschapscompetenties en burgerschapsonderwijs in vergelijkend perspectief. Amsterdam University Press.
2. NOS (2023). Minder jongeren naar de stembus: dit is hoe zij stemden. Consulted on 3 December 2023 via https://nos.nl/op3/artikel/2498984-minder-jongeren-naar-de-stembus-dit-is-hoe-zij-stemden.