The APPG for Schools, Learning and Assessment has launched an inquiry into how schools can enable young people to feel empowered and enfranchised in anticipation of the introduction of votes at 16.

 

We are inviting written evidence from all interested parties and will also be hosting oral evidence sessions to further explore the topic. Please find below the terms of reference for the inquiry and details for how to submit evidence. 

 

The deadline for submitting written evidence is Friday 27 February 2026. All evidence should be provided in word document format, be of no more than 3,000 words and be emailed to appg.schools@neu.org.uk. Please note that the inquiry may close early once a sufficient number of responses have been received, so we advise submitting evidence as soon as possible. 

 

 

With the introduction of votes for 16 year olds at the next UK general election, the inquiry will bring together evidence exploring how the education system can enact democratic values in everyday school life so that young people leave education feeling empowered, enfranchised, and ready to participate fully in society. It will do this through a series of oral evidence sessions as well as written evidence from stakeholders.

 

The inquiry will consider how schools teach about democracy, critical thinking, and the skills needed to navigate online misinformation and disinformation, but also move beyond this to examine how democratic practices are embedded in pedagogy and school culture. This could include how schools use democratic and participatory pedagogies in the classroom and beyond, how schools create opportunities for young people to engage in democratic modes of governance and decision-making, and how schools work to meaningfully embed democratic values and approaches across school systems, policies, structures and practices.

The oral evidence sessions will focus on the perspectives of three core stakeholder groups: 1) young people; 2) teachers and educators; and 3) schools, charities, and other young person-facing organisations in Wales and Scotland (where 16 year olds can already vote in devolved government elections and local elections) and other national contexts with votes at 16. These sessions will explore evidence from a wide range of voices on both the existing and potential role of schools in enacting democratic values and practices, the challenges involved in this work, and how these barriers could be overcome. 

Written evidence can be submitted by any individual, organisation, or group with an interest in the inquiry. Written evidence may take a variety of forms, including personal experiences and perspectives, research findings, case studies, and examples of policy and practice. Submissions can respond to any or all of the following questions (we also welcome submissions that go beyond these to include any content relevant to the scope of the inquiry):
 

 

 

 

While focusing on pedagogy and culture, the inquiry will also consider whether the recent Curriculum and Assessment Review (CAR) and upcoming Schools White Paper create conditions for democratic citizenship to be enacted in schools. The CAR final report stipulates that "the curriculum should support democratic understanding and engagement, and develop awareness of and readiness for the planned lowering of the voting age to 16”. It recommends that citizenship – including teaching about democracy and government – should be made statutory in primary schools, and that democracy and government should be among new focal points for citizenship education at Key Stage 3 and 4. The inquiry will explore these ambitions alongside school based evidence to see if policy, culture, and pedagogy align to prepare all young people to participate actively and meaningfully in democratic life.

 

Content for the report will be agreed by the officers of the APPG. Supported by an academic researcher, the APPG will produce a report that outlines the role that schools can play in enacting democratic values and practices so that young people leave education feeling empowered, enfranchised, and ready to participate fully in society. The report will present a set of recommendations for the actions government could take to support schools in achieving this.