Young voters, who have been rejected in their search for political identity, are now reclaiming their future and demonstrating a passion for politics. For years, young voters have expressed their resistance and distrust within the government, exemplifying this through their lack of votes. Since 1964, voter turnout between the ages of 18-24 have declined from around 77% to approximately 43% in 2017 demonstrating a change in young people’s voting habits (Uberoi, 2020). Although, there has been significant increase in young people participating in other forms of political engagement such as protests, demonstrations and campaigns. These forms of political engagement are less conventional and regarded as ‘civic’. Typically, citizens are likely to address current issues by voting for different parties and ensuring the correct candidates are elected. However, younger voters’ politics have evolved and young voters may address “these issues today might be tackled instead through consumer activism, protests and demonstrations, activity on social media, charitable fund-raising, or voluntary work in the community” (Barrett & Pachi, 2019). To put this all into perspective, more young people voted in the TV show Big Brother than the 2001 general election (Johnson & Marshall, 2004)!

So, what has been put in place to encourage young voters? After the shocking turnout from the 2001 General Election, schools introduced the Crick report to educate student on citizenship and democracy as part of the national curriculum following national policy (McLaughlin, 2000). The Crick report advised teaching students to behave and act as citizens as well as the values, skills, depositions and understanding (McLaughlin, 2000) that is needed to become active citizens in society. With this knowledge, students are expected to understand the importance of rights to vote as well as what politics are in a general sense so they feel more empowered to vote when they are able to. Despite this, some critics suggest that starting these teachings at such an early age may be confusing for young people, alongside the introduction of other moral and social development teachings, such as PSHE, may be substantially harder to digest (McLaughlin, 2000). Notably, Big Brother creator Peter Bazalgette has been in communications with Conservative Party leaders to encourage a similar voting turnout increase to Big Brother through the possibility of introducing email and text message voting (Johnson D. , 2002).

Young voters have now adapted the way that they politically engage to encompass the modernity of society. In previous years, it could be seen as evident that young people had begun to look for new ways to identify themselves politically, specifically through protests and demonstrations. This has adapted to the role that social media has in our everyday lives and now, young voters are able to share their political views as well as show support for activist groups and alternative parties (specifically green party). Theorists such as Andersen identify that voters have become more individualised due to post-modernity and that “socially defined individual identities, and contextual influences related to them, are generally less important to voters now than they were in the past” such as social class (Anderson, Yang, & Heath, 2006). Following this, individuals feel that they do not have to vote and can express a political opinion in alternative ways.

There is a plethora of reasons for young people’s lack of votes, such as a lack of interest in politics or not being able to identify with a particular political party. However, research has identified that there has been a crucial lack of trust in politicians within recent years. Around 49% of voters in 1986 stated that they trusted the Government to put the needs of the nation first, compared to only 17% in 2013 (Uberoi & Johnston, Political disengagement in the UK: who is disengaged?, 2019). Similarly, when asked if politicians can be trusted when in a tight corner, 9% agreed in 1956 compared to 10% in 2013 (Uberoi & Johnston, Political disengagement in the UK: who is disengaged?, 2019). This demonstrates that there has always been a distrust in politicians when under pressure. The larger concern for citizens seemed to be that those in power are not acting in the best interest in the country. Alternatively, research has shown that teenagers and young adults are “less likely to be involved in conventional politics, be knowledgeable about politics, have an attachment to any political party, or view voting as a civic responsibility” (O’Toole, 2004). Some accredit this to a lack in civil education, despite the introduction of citizenship teaching after the Crick report, whereas others suggest that young voters simply do not understand the necessity of voting in election. As a result, when young voters inevitably become the older generation, will we have adapted the way we engage politically and continue to place little importance on voting?

Bibliography

Anderson, Yang, & Heath. (2006). Class Politics and Political Context in Britain, 1964-1997: Have Voters Become More. European Sociological Review, 215-228.

Barrett, M., & Pachi, D. (2019). Civic and political engagement in young people. The Psychologist, 54-56.

Johnson, C., & Marshall, B. (2004). Political engagement among young poeple: An update. London: The Electoral Commissions.

Johnson, D. (2002, December 8). Young need to spur vote. Retrieved from Variety: https://variety.com/2002/tv/news/young-need-to-spur-vote-1117877097/

McLaughlin, T. H. (2000). Citizenship Education in England:The Crick Report and Beyond. Journal of Philosophy of Education, 541-570.

O’Toole, T. (2004). Explaining Young People’s Non-participation: Towards. Birmingham: University of Birmingham.

Uberoi, E. (2020). Turnout at Elections. London: House of Commons Library.

Uberoi, E., & Johnston, N. (2019). Political disengagement in the UK: who is disengaged? London: House of Commons Library.