Students Often Self-Censor in Civics Class Due to Classmate Concerns

The Sandra Day O'Connor Institute has released a new research brief revealing that students are often self-censoring in civics classes due to fear of their classmates' reactions. According to the report, 91% of students who self-censored cited their classmates as the primary concern, compared to 41% who cited their teachers.

The survey found that 58% of respondents had held back from sharing a political or civic opinion in class because they were worried about how others might react. Among those who self-censored, classmates were the most common concern, followed by the fear of being discussed or posted about on social media (26%), impacting their grade (21%), and parents or other adults hearing about their views (12%).

The findings highlight a significant issue in civics education, where students are hesitant to express their opinions even when they generally feel comfortable speaking. Seventy-three percent of respondents described themselves as generally comfortable sharing their honest views, yet 51% of those students had still self-censored at least once.

The report also points to the role of teachers in shaping classroom dynamics. Fifty-three percent of students said they had sometimes or often seen a teacher avoid, cut short, or shut down discussions of political or current-events issues. Students who had held back from speaking were also less likely to describe their classroom as a safe place to disagree.

Philip L. Francis, co-chair of the O'Connor Institute's Board of Directors, emphasized the importance of practicing civil discourse in civics education. "Civic education is not only about knowing how government works. Students also need to practice civil discourse, making an argument, hearing a competing one, and remaining in the conversation when they disagree," he stated.

The brief recommends treating constructive disagreement as a civic skill to be deliberately developed. Among its proposals are making respectful peer norms visible by surveying students anonymously and sharing the results, using assigned positions and anonymous opening responses to lower the initial social stakes, setting a clear expectation that classmates' remarks are not recorded or circulated out of context, preparing teachers to recognize and manage peer dynamics, not only discussion techniques, and pairing civic knowledge with repeated chances to discuss, debate, simulate, and observe government at work.

The report suggests that creating a supportive classroom environment where students feel safe to express their opinions is crucial for effective civics education. By addressing the concerns of both students and teachers, the O'Connor Institute aims to foster a culture of open and respectful dialogue in the classroom.

The full report can be accessed on the O'Connor Institute's website at oconnorinstitute.org/research2026.