Delivering democratic education in Northern Ireland | Youth group

Why the Democratic Engagement Framework matters in youth settings in Northern Ireland

Why democratic education matters

• Youth work is a key setting for democratic education. Its voluntary, informal and relationship-based approach helps young people explore issues that matter to them and understand how these connect to power, decision-making and opportunities for change.
• It is part of education. The Department of Education’s youth work policy, Priorities for Youth, describes youth work as “less formal than school but no less important” and calls for the “means, the space and the opportunities” for young people to participate.
• Participation is a right. Article 12 of the UN Convention on the Rights of the Child protects children and young people’s right to express their views on matters affecting them and to have those views given due weight.
• It supports wider outcomes. The Children and Young People’s Strategy 2020–2030 connects participation with making a positive contribution to society, respect for rights, equality of opportunity and good relations.

The Northern Ireland context

• Build on existing youth-work practice. Youth work in Northern Ireland already creates opportunities for participation, community involvement, good relations and youth voice. Democratic education can build on this work rather than being treated as a completely separate programme.
• Recognise the legacy of conflict and different identities. Northern Ireland’s history, continued segregation and different political and constitutional identities can make political discussions sensitive. Youth work can provide a trusted space to explore these issues respectfully. Avoid assuming that a young person’s background determines their political views or that everyone fits within two traditional community identities.
• Recognise that access to democratic education is inconsistent. Young people often describe very different experiences of civic and political education. Youth provision can provide another opportunity to ask questions, explore unfamiliar ideas and build confidence. Start with what young people already know rather than assuming everyone has had the same opportunities to learn.
• Start with issues young people care about. Democratic education does not need to begin with party politics or constitutional questions. Issues such as transport, housing, mental health, education, community safety and youth services can help young people explore who makes decisions, where power sits and how they can influence change.
• Begin before young people become eligible to vote. Electoral Commission research on the December 2022 electoral registers estimated that 45% of eligible 18–19-year-olds in Northern Ireland were correctly registered, compared with 60% in Great Britain. This reinforces the value of building democratic knowledge, confidence and participation before a young person reaches their first eligible election.

My approach

• Keep it fun and engaging. Democratic education should feel like youth work. Use games, discussions, quizzes, debates, creative activities, role play and practical experiences rather than relying on presentations or large amounts of information.
• Start with the group. Consider their age, interests, experience and existing knowledge. Keep activities age-appropriate. For example, younger groups do not necessarily need detailed knowledge of political systems and structures; the focus might instead be on fairness, having a say, making decisions and understanding who can help change something.
• Create a safe space for discussion. Develop a group contract together, or revisit an existing one, before exploring political or potentially sensitive issues. Agree how the group will listen to each other, disagree respectfully and challenge ideas without attacking individuals.
• Start with issues, not institutions. Beginning with political structures, systems and the mechanics of democracy can feel distant and overwhelming. Instead, start with the exploring issues young people care about in their community or wider society. From there, explore who makes decisions about it, who has influence and what young people can do to create change. This helps connect democracy to their everyday lives.

If you can only do one thing…
Ask young people to identify one thing they would like to change or improve in their community and give them an opportunity to present their ideas. Create space for them to explore who has the responsibility and power to make that change, connecting the issue to democracy and politics. Encourage and support them to take appropriate action, such as writing to a politician or council, responding to a consultation or inviting the relevant decision-maker to engage with the group.

Where this fits into youth settings

Democratic education does not always need to be delivered as a separate programme. It can be built into many areas of everyday youth work.

• Everyday youth work and open-access provision. Use conversations about local issues, current events, social media or decisions within the group to explore fairness, power, information and who gets a say.
• Group work and personal development. Democratic education fits naturally alongside work on confidence, communication, rights, equality, critical thinking and decision-making.
• Youth participation and leadership. Youth forums, steering groups, peer leadership and governance opportunities can help young people practise having a voice, representing others and influencing real decisions.
• Good relations and cross-community work. Programmes supported by T:BUC and PEACEPLUS provide opportunities to explore citizenship identity, rights, different perspectives, respectful disagreement and working together to create change.
• Elections and voting. Elections provide a useful opportunity to explore registration, voter ID, voting systems, candidates and how elections work. However, democratic education should not only happen around election time.
• Visits and engagement with decision-makers. Visits to the Northern Ireland Assembly or local councils, or meetings with elected representatives, can help make democracy feel more real and accessible. Prepare young people beforehand and reflect on the experience afterwards.

How this connects to youth work
Democratic education already fits within the aims of youth work. The Northern Ireland Youth Work Curriculum ‘Youth Work: A Model for Effective Practice’ emphasises participation, personal and social development, understanding others, and testing values and beliefs.

Key resources

Choose one activity within each strand rather than trying to cover the whole list.

Navigate:

• Navigating mis and disinformation: mini lessons, The Electoral Commission and Shout Out UK - This lesson explores misinformation, disinformation and democracy in Northern Ireland. Learners critically evaluate information and examine the importance of informed democratic participation.

Understand:

• Your Vote – Lesson 1 (NI) – Electoral Commission – exploring the different levels of government in Northern Ireland.
• Mapping Our Community – At the Table Toolkit – young people map things they would change locally, then explore who has the power or responsibility to make those changes.
• Matchy Matchy – Youth Group Activities for Northern Ireland – young people match Ministers, MPs, MLAs and councillors with the decisions and responsibilities they hold.

Take part:

• How democracy works in your community (NI) – Electoral Commission – understanding voting systems used in Northern Ireland and identifying elected representatives.
• How voting can make a difference (NI) – Electoral Commission – registering to vote and preparing to vote.
• Planning a voter registration campaign (NI) – Electoral Commission
• Voting Checklist – Youth Group Activities for Northern Ireland – practical steps for getting ready to vote, including registering, researching candidates and bringing the correct ID.
• Who has power? The people who vote! – Youth Group Activities for Northern Ireland – a quiz exploring registration, voter ID and different elections in Northern Ireland.
• Creating a Politician – At the Table Toolkit – young people create their ideal politician, develop candidates and manifestos, and hold an election.

Engage:

• Who are your MLAs?, Northern Ireland Education Service - Get young people to use the interactive Constituency Map to explore their 18 Northern Ireland Assembly constituencies, and find the MLAs that represent them.
• TheyWorkForYou, mySociety - Have learners look up who represents them in the UK Parliament and the Northern Ireland Assembly.  This can then lead to further research about those representatives, their policies, and their voting history.
• My Ideal Decision Maker – Youth Group Activities for Northern Ireland – young people identify the qualities and skills they want politicians and decision-makers to have.

Experience:

• Walk This Way – At the Table Toolkit – young people show how they feel about politics and discuss what shapes those feelings.
• The Biscuit Game – At the Table Toolkit – an unfair group decision used to explore power, voice, fairness and who gets a say.
• Walking Debate – Youth Group Activities for Northern Ireland – young people position themselves according to their views and discuss disagreement, politics and youth voice.
• Yes/No Quiz – Youth Group Activities for Northern Ireland – young people decide whether everyday decisions in youth spaces, schools and communities are democratic.

Influence:

• Campaigning – Lesson 4 (NI) – Electoral Commission – exploring campaigning and different ways of creating change.
• Campaign Planning – Lesson 5 (NI) – Electoral Commission – planning a campaign.
• Moments of Change – At the Table Toolkit – young people reflect on times they have already influenced something and recognise their own ability to create change.
• Decision Making and Creating Change – Youth Group Activities for Northern Ireland – young people choose an issue and explore who needs to act, who needs to listen and what needs to happen to create change.

Considerations for learners with additional needs

• Plan with the young person. Ask what support helps them participate rather than making assumptions from a diagnosis. Where appropriate, involve families, carers or specialist staff. Support needs may vary between activities.
• Make information accessible. Use clear language, familiar examples, easy read materials, images, symbols or demonstrations. Break tasks into stages, repeat key information and allow processing time.
• Offer different ways to contribute. Young people can speak, write, draw, use communication aids, record questions, research or take practical roles. Do not equate verbal confidence with the value of someone’s views.
• Make voting practical. Use sample ballot papers, mock polling stations and visual guides to explain registration, identification and available assistance. Help young people access the process without influencing their political choice.
• Prepare for meetings and visits. Share the purpose, people, timings and activities in advance. Consider transport, physical access, sensory and communication needs, quiet spaces, breaks and personal assistance. Offer recorded questions, written submissions or small-group alternatives where needed.
• Aim for influence, not just attendance. Adapt the pace and format without restricting young people to observation or tokenistic roles. Review whose voice is missing and whether everyone can contribute meaningfully.