Civic education is gaining emphasis across various states in the United States, with new requirements reflecting this trend. Since the fall, Iowa mandates students to pass a test derived from the naturalization exam before graduating. In Kentucky, a law established in 2024 necessitates either passing a 100-question civics test or completing a civic literacy course. Alaska incorporated civics into diploma requirements in June, while Mississippi introduced a law in April that includes civics in mandatory coursework starting from 2027.
The District of Columbia adopts a different approach. Since 2024, its social studies standards have emphasized core practices such as engaging in civil discourse and taking informed action. A required government and civics course culminates in an advocacy capstone, where students analyze public policy issues and present proposals defending positions or advocating action at various levels. These measures aim to strengthen civic knowledge and practice.
According to a survey conducted by the Sandra Day O’Connor Institute, whether these requirements translate into students actively participating in civic disagreements remains uncertain. The survey focused on recent high school graduates from 25 states and Washington, D.C., analyzing their experiences in civics classes regarding disagreement. Interestingly, 58% reported self-censoring due to concerns about peers’ reactions to their political or civic views.
Despite these findings, most students do not describe their classrooms as hostile environments. Seventy-three percent generally felt comfortable expressing their views honestly. Yet, 51% of those who felt comfortable admitted to self-censoring at least once, indicating the situational nature of such silence. Classrooms may allow open discussion in general, but specific topics might create a closed atmosphere. A Washington, D.C. student highlighted the lack of a comfortable space for discussing contested topics, contributing to a reluctance to speak out.
A notable finding is that among students who self-censored, 91% pointed to concern about classmates, while 41% expressed worry about the teacher’s reaction. This shifts the focus from adults such as teachers, administrators, and legislators to peers. This trend is echoed in Harvard’s Fall 2025 Youth Poll, where 47% of Americans aged 18 to 29 avoided political discussions fearing others’ reactions.
Self-censoring poses a challenge to civic education’s twin tasks: imparting knowledge about American governance and enabling students to practice citizenship skills. These skills involve forming opinions, explaining them, considering opposing views, and navigating disagreements with peers. Opinions held back due to perceived social costs miss being tested against evidence and differing perspectives, reducing opportunities to practice citizenship among others.
Peer pressure significantly impacts classroom dynamics. Teachers play a crucial role in shaping these conditions. In the survey, 53% of respondents observed teachers sometimes avoiding or shutting down political and current-events discussions. Furthermore, a 2025 survey of civics teachers revealed that 80% had self-censored or avoided certain topics fearing controversy.
Research cited in the report explains students’ reliance on peer perceptions. A study of 10th-grade social studies classes reveals that students’ participation is more influenced by peer perception than teacher behavior. Misreading peer norms can also occur, where assumed classmate beliefs may not match their actual thoughts.
The report offers actionable recommendations for classroom settings, including Washington D.C.’s capstone course. An anonymous survey can gauge whether classmates who express unpopular opinions deserve respect, revealing the actual peer sentiments. Engaging students in assigned positions debates, allowing anonymous responses, and discouraging the sharing of remarks on social media are strategies that can alleviate self-censorship concerns.
Additionally, training teachers to comprehend discussion peer dynamics, not merely techniques, can enhance classroom discourse. This includes knowing when to protect minority views and stepping in appropriately.
While civics tests confirm graduates’ knowledge of government functions, they do not ensure their willingness to discuss unpopular views with classmates amicably. The Sandra Day O’Connor Institute’s survey highlights that willingness to engage in civic dialogue should not be assumed.
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. Their new report, “Why Are Students Self-Censoring in Civics Class?,” is accessible at oconnorinstitute.org/research2026.
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