Open Menu Close Menu Open Search Close Menu
Center for Information & Research on Civic Learning and Engagement
20 Years of Research In Action
Tisch College
Close Menu
Center for Information & Research on Civic Learning and Engagement

Classroom Climate for Civic Development: Evidence from Scholarship and Practice

Recent research on civic learning, and CIRCLE's own work evaluating a civics curriculum, underscores the importance of treating classrooms as civic institutions

Authors: Sarah Burnham, Allie Maltzman, Maya Williams 
Contributors: Alberto Medina, Samantha Searles, Eva Kroh

 

Civic engagement starts with civic development: the process of how a person becomes and remains civically engaged (Wray-Lake & Abrams, 2020). CIRCLE research has demonstrated that fostering civic development is deeply related to civic learning and a positive classroom climate: the perceptions, attitudes, and expectations shared by both teachers and students in a classroom (Barber et al., 2015). This means classrooms serve as institutions, which we define as social structures that are embedded with rules, beliefs, and roles that guide interpersonal relationships (Sheehy-Skeffington et al., 2024). 

Treating classrooms as institutions allows teachers to establish norms and practices that are conducive to civic learning within a positive classroom climate, which contributes to the overall goal of civic development. In this analysis, we review some recent academic literature on the role of educational environments in civic learning as a means to model and develop civic engagement. We connect that scholarly evidence to data and insights from our evaluations of a new social studies curriculum in Massachusetts that illustrate how these principles can work in practice. 

This work is part of our emphasis on Growing Voters: a framework that emphasizes the importance of civic learning to lifelong civic participation, and that underscores its successful implementation depends on several instructional variables. As an example, in our 2020 research on The State of Civic Education in Massachusetts, educators reported several challenges implementing the state’s 2018 History and Social Science Framework. These included lack of instructional time, having too much pressure to teach other content, not having enough civics resources, and not being offered specific professional development (PD) opportunities for civics. Fortunately, a more recent 2025 report on civic education in Massachusetts stated that these barriers were no longer so prevalent, suggesting that having instructional support may alleviate some of the challenges commonly reported by teachers. 

Although this research was conducted in Massachusetts and reveals changes over time, we believe it reveals broader implications: a lack of substantive instructional support for teachers may make it more difficult to implement and enact complete civic learning experiences, which may exacerbate an already inequitable civic learning landscape for rural youth and youth of color in K-12 settings. This highlights the need to redesign learning institutions that naturally embed democratic practices across all educational stages, ensuring all students receive comprehensive civic learning that supports both their individual growth and collective participation (Mirra & Garcia, 2024). Through such instructional approaches, educators have the ability to prepare students to be active contributors within democratic societies, equipping them with critical thinking skills needed to deal with civic challenges. 

Classrooms as Democratic Learning Environments 

In K-12 education, civic learning often happens in classrooms, which are often the first institutions in which students experience structured conditions where they can be encouraged to develop civic skills (Barr, 2016). The acquisition of these skills is critical: civic learning in K-12 education should encourage critical reflection, active inquiry, and problem solving, rather than the passive absorption of facts (National Council for the Social Studies, 2013). 

As part of CIRCLE’s work with the Massachusetts Department of Elementary and Secondary Education (DESE), we have been evaluating an inquiry-based social studies curriculum, Investigating History, which structures student learning through an “inquiry cycle” whereby students take ownership of their learning by asking questions, considering viewpoints and evidence, and providing conclusions in an age-appropriate way. Additionally, one of the four key principles in the design specifications of Investigating History was “Civic Engagement and Current World Relevance.”

This new curriculum is aligned with the state’s 2018 History and Social Science Framework, and was informed, in part, by the results of our report about the State of Civic Education in Massachusetts—specifically teachers reporting a lack of high-quality civic resources and professional development. The curriculum is designed to equip students with critical thinking skills needed to deal with civic challenges as they learn about history and social studies. However, as with any curriculum, the implementation of Investigating History can vary widely based on approaches to classroom climate. In our research, this has surfaced as a key finding: the environment in which civic learning happens needs as much attention as the actual curriculum being taught in a civics, history, or social studies class.

As part of our evaluation of Investigating History in grades 3-7 in Massachusetts, we used classroom observations to better understand how the curriculum worked. During these observations, we took extensive notes on classroom climate as it related to student-teacher interactions in the classroom or student-student interactions that took place in the classroom (Barr, 2016). As observers, we noted that positive classroom climate seemed to empower students to be more engaged with activities that involved interacting with their peers, compared to the engaging with activities that required working on their own. For example, in one classroom, students enjoyed looking at artifacts and art and then making connections together with the content being taught. Promoting a positive classroom climate where students interact with each other respectfully can create a positive space for education on civics and democratic principles. 

This also means teachers, especially in elementary grades, do not need to rely solely on a formal civics curriculum to foster civic learning. They can integrate practices that contribute to a positive classroom climate, such as social-emotional learning, conflict-resolution skills, structured discussions about real-world issues, and intentional peer-to-peer and student-teacher interactions. Research demonstrates that these elements of socio-emotional learning and school climate may strengthen civic learning when paired with explicit civics instruction, strengthening the non-academic skills that are foundational to students’ civic development (Hamilton et al., 2020). Taken together, the evidence suggests that civic learning is most effective when approached holistically through combining high-quality curricular materials, like Investigating History, with instructional practices that actively cultivate a positive school and classroom climate. 

Lived Experiences and Culturally Relevant Practices

As part of this holistic approach to civic learning, there need to be equity, collaboration, and diverse narratives presented in the curriculum and reinforced through classroom climate (Mirra & Garcia, 2024). These elements are essential not only for representation, but also because they help students practice core civic skills like considering multiple perspectives and understanding how individual experiences shape collective decision-making. Bringing in students’ lived experiences and using culturally sustaining practices can therefore be a valuable way to foster community in the classroom and support civic development. 

In our own observations for the Investigating History evaluations, we saw that explicit mentions of lived experiences in the curriculum appeared to be related to student engagement. When teachers connected the content to students’ lives, it seemed that many more students contributed to class discussions. In contrast, when teachers posed questions solely about the historical content, fewer students participated. In our survey data, 3rd and 4th grade teachers reported that incorporating lived experiences and student-led learning increased student engagement the most. This suggests that many teachers recognize the value of these practices as opportunities for creating a learning environment where students can participate meaningfully and practice democratic skills. 

Additionally, Investigating History was developed to prioritize culturally sustaining practices embedded in an inquiry-based social studies curriculum. In interviews, several teachers highlighted that element of the curriculum as valuable. For example, one teacher said: 

“I think it's a worthwhile curriculum. I love that it's really diverse, and it touches on diversity. It looks at multiple perspectives. It brings in a lot of entry points for kids to be able to connect it to now, which is great.  I've been naturally connecting it to civics and current events. I think eventually they'll be able to do that on their own. Some of them are already making connections with real-world things and what has happened before, and why it's important to keep learning about this. It just lends itself to kids being able to see themselves in other perspectives within history.” 

This teacher’s reflection captures the value of culturally responsive teaching within a civic learning context. It reinforces the conclusion, demonstrated by past scholarship, that authentic civic learning depends on engaging with diverse lived experiences and multiple perspectives (Mirra & Garcia, 2024). To support this kind of learning, schools and districts must provide teachers with frameworks and professional development that emphasize both structure and transparency in civic education goals. Educators also need space to reflect on their own identities and positionalities while helping students see how history connects to their lives. 

Conclusion 

While schools are not solely responsible for creating civically engaged democratic citizens, they play a critical role in supporting the civic development process. Because K–12 classrooms can function as early civic institutions, they are uniquely positioned to provide authentic opportunities for young people to practice democratic skills. Our analysis of civic learning research and our evaluation of the Investigating History curriculum illustrate that high-quality materials alone are not enough; positive classroom climate, culturally responsive instruction, and adequate support for teachers all contribute to the conditions in which civic development can thrive. To realize this potential, it is essential to provide educators with robust training, value student voice, and intentionally design classrooms that model democratic principles. Such efforts ensure that democratic participation is embedded throughout students’ educational experiences, supporting the development of civically engaged individuals. 

References 

Tags
civic skills
curricula
school climate
Massachusetts