Our Civics Teachers Are Afraid To Teach Civics

As educators prepare for the new school year and America approaches its 250th anniversary, there’s a growing concern: civics teachers nationwide are increasingly self-censoring—silencing themselves amid fears of professional or personal consequences.

Key Findings from the Sandra Day O’Connor Institute A report published September 9, 2025, finds that nearly 80% of civics teachers say they've self-censored in the classroom, and 86% identify fear as a major obstacle to teaching civics effectively. This silence runs counter to civics’ core purpose: to model how to engage in thoughtful, reasoned dialogue across disagreement.

The issue transcends any one region; the Institute surveyed seasoned civics educators from across the United States, revealing widespread uncertainty about permissible content. Many teachers reported avoiding even central topics or any engagement with current events—often due to a lack of guidance and mounting concern about backlash.

Gaps in Preparation and Content Knowledge Teacher preparation programs frequently fail to offer robust civics coursework. Many civics educators themselves report minimal training in how to lead classroom discussions around the Constitution, civil rights, or Supreme Court rulings. In some studies, civics teachers scored below 50% on foundational content knowledge, which highlights systemic shortcomings, not individual dedication.

Creating a Chilling Classroom Climate Teachers describe a “chilling climate” shaped by heightened awareness of parental and community scrutiny. One commented, “I’m hyper-aware of how parents may respond to what students come home and say.” Another said, “I tiptoe around topics because they’ve become controversial”. With social media amplifying exposure, even offhand remarks can quickly escalate into broader conflicts—raising concerns of personal exposure and reputational risk.

A Narrowed Version of Civics

Although many teachers manage to instruct procedural civics—such as how a bill becomes law—students may miss a deeper understanding: learning how to engage in civil discourse, weigh arguments, or negotiate a compromise. Long-term civic competence requires more than just memorizing facts; it hinges on understanding context, critical reasoning, and engaging in authentic discussions. Without that, civics risks becoming hollow and disengaging.

Path Forward: Training, Guiding, and Supporting Teachers Liam Julian, vice president of programs and public policy at the O’Connor Institute, emphasizes the need for three interlocking supports:

1. Preparation: Expand pre-service and in-service training to include both robust civic content and the skills to manage politically sensitive conversations.

2. Guidance: Provide clear, content-rich civics standards that districts and schools can rely on—so teachers know what and how they can teach.

3. Support: Back teachers when they responsibly navigate sensitive topics, reinforcing that their work is valued and protected.

The urgency of the moment cannot be overstated. As the nation nears its semiquincentennial, future citizens must understand and uphold democratic processes—something civic education is uniquely positioned to nurture. To do that, we must empower civics teachers with the knowledge, clarity, and backing they desperately need—and deserve.

Original Article

Source Citation: This summary is based on the article “Our Civics Teachers Are Afraid To Teach Civics” by Liam Julian, published September 9, 2025, in RealClearPolitics: https://www.realclearpolitics.com/articles/2025/09/09/our_civics_te...

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Prepared with the assistance of AI software

OpenAI. (2025). ChatGPT (4) [Large language model]. https://chat.openai.com