How School can Teach Civic Engagement Besides Civic Education: The Role of Democratic School Climate

TLDR

Civic engagement, defined as involvement in community life, is shaped by reciprocal individual‑context relationships and promotes positive youth development. The study tests a theoretical model linking perceived democratic school climate to adolescent civic engagement, mediated by civic discussions and perceived fairness. The study surveyed 403 adolescents (47.9 % male, ages 11–15, mean 13.6 yr) to assess the model. Path analysis partially confirmed the model, showing that higher democratic school climate predicts greater civic responsibility, which in turn predicts stronger future civic participation intentions, with civic discussions and perceived fairness fully mediating the climate‑responsibility link.

Abstract

Civic engagement, defined as involvement in community life, is influenced by reciprocal relationships between individuals and contexts and is a key factor that contributes to positive youth development. The present study evaluates a theoretical model linking perceived democratic school climate with adolescent civic engagement (operationalized as civic responsibility and intentions for future participation), taking into account the mediating role of civic discussions and perceived fairness at school. Participants were 403 adolescents (47.9 % male) ranging in age from 11 to 15 years old (mean age = 13.6). Path analysis results partially validated the proposed theoretical model. Higher levels of democratic school climate were associated with higher levels of adolescent civic responsibility; the association was fully mediated by civic discussions and perceived fairness at school. Adolescents' civic responsibility, then, was positively associated with a stronger intention to participate in the civic domain in the future.