Delivering the engage strand | Youth group

Key topics

• Roles and responsibilities of elected representatives and decision-makers.
• How representation works and who represents you.
• Petitions, consultations and democratic participation.
• Contacting decision-makers and holding representatives to account.

Why the Engage strand matters in youth settings

This strand is particularly important within youth spaces because many young people feel disconnected from politicians and decision-makers or falsely believe that they cannot influence the decisions that affect their lives. While young people often care deeply about issues in their lives or communities, they may not know who is responsible for making decisions or how they can make their voices heard. Youth spaces are ideal for building both confidence and empowerment.

One of the biggest challenges can be young people’s perceptions that politicians are untrustworthy, out of touch or unwilling to listen. Youth spaces are an ideal environment to bridge this gap, rather than trying to change these views, give them space to explore where they come from and ask questions so they can form their own opinions. Where possible, create opportunities for them to engage directly with decision-makers and draw their own conclusions from the experience helping them understand that politicians and decision-makers are people who represent them and who they can engage with, rather than distant figures who make decisions for them or are inaccessible.

My approach

• Start with issues that matter to young people. When introducing politicians and decision-makers, begin with issues that matter to young people rather than explaining the structure of government. Young people are more likely to engage when they can see how political decisions affect their own lives, communities and future. Starting with a real issue creates a natural opportunity to ask: Who actually has the power to do something about this?
• Focus on roles and responsibility. Rather than asking young people to memorise different political roles, help them understand who is responsible for what. Use local issues and real-life examples to explore the responsibilities of councillors, MPs, mayors, government departments and other decision-makers. Activities that put young people in the position of making decisions themselves, such as prioritising local spending or responding to community issues, can also help them understand the choices and challenges decision-makers face. Support young people to research politicians and decision-makers using reliable and impartial sources. Encourage them to explore their roles, responsibilities, views and previous actions, compare different perspectives and fact-check political claims. The aim is not to tell young people what to think about a politician, but to give them the skills and confidence to form their own opinions.
• Explore different ways to engage. Engagement doesn't always have to mean meeting a politician face-to-face. Young people can share their views by emailing elected representatives, writing postcards or letters, responding to public consultations, taking part in meetings or youth forums, and getting involved with other opportunities where decision-makers are seeking input. Where there is an opportunity to meet a politician or decision maker, prepare young people beforehand by researching who they are engaging with and helping them develop key messages they genuinely want to communicate, and questions they’d really like to ask.
• Reflect. Afterwards, create space to reflect on what they learned and whether the experience changed any of their views.

If you can only do one thing…

Ensure that young people know how they can find out who represents them, and how they can contact them. Young people should feel able to contact decision-makers and politicians and voice their concerns.

Where this fits into youth settings

Opportunities to explore politicians and decision-makers can be built into:

• Discussions about local issues. A conversation or issue raised by young people can provide a natural opportunity to explore who makes decisions and how they can engage with them.
• Youth voice activities and youth forums. Help learners understand where they fit within democracy and the different ways they can have their voice heard.
• Contacting or meeting representatives. Provide authentic opportunities to engage with those in positions of power.
• Research activities. Provide young people opportunities to learn more about who represents them at various levels.
• Trips and visits to decision making spaces. If you are not able to meet with a decision maker you can still visit places where decisions are made. Consider visiting a local council, or arrange a trip to a community organisation.

Key resources

If you have 30 minutes or less…

• At the table toolkit, The Politics Project - Use short activities in this toolkit to explore young people’s existing ideas about politicians, representation and decision-making.
• Activities such as What does politics and democracy mean?, A picture for or Creating a politician can provide quick starting points for exploring perceptions of politics and politicians.
• Making a decision can encourage young people to consider the qualities they value in the people who represent them.

1 hour…

• Focus on who makes decisions, who represents young people and what they are responsible for.
• What Is local government? The Politics Project or Local and national government: Who does what? The Electoral Commission and Simple Politics - Use either of these resources to explore where different decisions are made.
• Welcome To Your Vote: How your vote can make a difference, The Electoral Commission - This session can also be used to explore local and national representation and how politics affects young people’s everyday lives.
• #ElectionCountdown: Candidates, The Politics Project, TheyWorkForYou, mySociety, Find your MP, UK Parliament or WriteToThem, mySociety - Use these resources and websites to support young people to identify and begin researching their own representatives.

1-3 hours…

• With more time, combine the above activities to explore how decisions are made, where power sits and who young people might need to engage to influence an issue they care about.
• MP for a week, UK Parliament - This online game can help young people explore the competing responsibilities in being an MP.
• Money talks: Council simulation game, The Politics Project - Allows young people to experience some of the choices and limitations involved in decision-making. Young people can apply this understanding to a real issue they care about by identifying who has the power to influence it and researching relevant representatives.

4-6 hours…

• Focus on preparing young people to engage with them directly with relevant politicians or decision-makers.
• WriteToThem, mySociety - Provides a way to identify and write to elected representatives.
• Young people could:
• Prepare questions or key messages about an issue they care about.
• Draft and send their own email or letter.
• Request a meeting.
• Invite a politician or decision maker to their youth space.
• Preparing to speak with a politician, The Politics Project - If organising a meeting or Q&A, involve young people in planning, developing the questions and choosing the roles they would like to take. This resource can help young people prepare for the meeting.

6 hours plus…

• Support young people to take greater ownership of engaging with politicians and decision-makers and experience democratic decision-making in practice.
• Young people could plan and host a meeting or Q&A with a politician or other decision maker, taking responsibility for researching the guest, deciding what they want to discuss, developing questions, allocating roles and facilitating conversations.
• Youth group day, UK Parliament - Longer programmes can also include youth group visits to Parliament or a local council or other places where decisions are made, giving young people opportunities to see democratic institutions and decision-making in practice and meet the people working within them.
• Where direct engagement or a visit is not possible, young people could develop a longer project around an issue they care about. Using research they could develop questions, draft emails, map who has power or influence over the issue or simulate a meeting or Q&A. Earlier decision-making activities can also be combined into a longer programme.
• Where young people want to use their engagement to influence change or plan a hustings, draw on the Campaigning and Social Action strand. Build in opportunities afterwards to reflect on what they learned, whether their views were heard and what they might want to do next.

Considerations for learners with additional needs

• Use clear, accessible language when explaining political roles and structures, supported by visuals, Easy Read resources or practical activities.
• Prepare young people in advance for meetings, Q&As or visits, including what to expect and who they will meet.
• Offer different ways to participate, such as asking or writing questions, researching, welcoming guests or taking on behind-the-scenes roles.
• Consider accessibility, sensory needs, travel and unfamiliar environments when planning visits.
• Preview that decision-makers or politicians may discuss contested or controversial issues. When possible, engage young people in conversations about those issues before the meeting.
• Guide young people through a reflection, this could be done through discussion, journaling, or artistic expression.
• Provide opportunities for follow-up, whether that be writing to the candidate or speaking to another decision maker or politician.