A declining trend in civics and citizenship education – which also mirror findings from similar assessments in other countries across the world – has not gone unnoticed, says ACARA CEO Stephen Gniel.
Our collective education goals include that all young Australians become confident and creative individuals, successful lifelong learners and active and informed members of the community.
That’s why the latest findings from the National Assessment Program – Civics and Citizenship (NAP-CC) report, published by ACARA in February 2025, provide information about student performance and attitudes in this important area of the curriculum combined with other National Assessments in Literacy and Numeracy (NAPLAN), Science Literary and ICT Literacy.
The NAP-CC report, based on the performance and feedback from a representative sample of Year 6 and Year 10 students from across Australia, offers insights into how well young Australians grasp democratic principles, political systems, and civic responsibilities. The findings provide a crucial opportunity for all of us in education to reflect on how we can ensure we equip students with the knowledge and skills they need to participate fully as active and informed citizens.
What the results tell us
The good news is that students continue to value learning about Australian history and civic institutions. They also express high levels of trust in these institutions and demonstrate positive attitudes toward Australian diversity and Indigenous cultures. However, the report also uncovers some worrying trends — most notably, a decline in students’ overall knowledge and understanding of Australia’s democracy, political system, and civic processes.
Key findings include:
- Declining proficiency: The percentage of students meeting the proficient standard has dropped to its lowest levels since assessments began in 2004. In 2024, only 43 per cent of Year 6 students achieved proficiency (down from 53 per cent in 2019), and only 28 per cent of Year 10 students reached proficiency (down from 38 per cent in 2019).
- Persistent disparities: The report highlights ongoing educational inequalities, with students from major cities generally outperforming their regional and remote peers. Achievement also varied significantly based on parental occupation and education levels. The gap between Indigenous and non-Indigenous students remained substantial.
- Gender trends: Year 6 female students outperformed male students, continuing a trend from previous assessments. However, unlike in past years, no significant gender difference was found at Year 10.
However, when it came to students’ attitudes toward civics and citizenship, the survey element of the assessment revealed our young people are engaged and passionate about the learning area. The survey revealed that students reported:
- High levels of trust in civic institutions but far less trust in the media and social media.
- Growing concerns about national issues, including climate change, pollution, crime, and racism.
- Declining participation in civics-related activities at school, especially in Year 10. The most significant drop was in excursions to institutions such as parliaments and law courts.
- A shift in news consumption – fewer students are accessing news about current events through traditional media, relying instead on the internet and social media.
What this means for our schools
The decline in students’ civic knowledge and engagement is concerning, but it also presents an opportunity. National assessments like the NAP Sample Civics and Citizenship do more than measure progress – they also serve as a tool for action. Understanding where students are at allows us to refine our approach to improve civics and citizenship education.
Our school leaders play a pivotal role in ensuring that our young people receive quality civics and citizenship education. The Australian Curriculum provides a clear framework for what students should learn about Civics and Citizenship, with dedicated content descriptions and achievement standards from Year 3 to Year 10. It includes learning about important topics like our democratic system, the diversity of Australia, our legal system and our rights and duties as citizens.
Translating this into engaging, meaningful learning experiences requires strong support for teachers and innovative approaches in the classroom. That’s where resources such as the Civics and Citizenship Education Hub (CCE Hub) can help. It’s a platform that connects teachers with resources, events and programs to support civics and citizenship education in schools, in line with the Australian Curriculum.
A national effort to strengthen civics education
The declining trend in civics and citizenship education – which is also mirror findings from similar assessments in other countries across the world – has not gone unnoticed.
The Governor-General, the Honourable Ms Sam Mostyn AC, has expressed strong interest in the report’s findings. She has engaged with ACARA to explore ways to improve civics education across the country. This level of attention underscores the importance of ensuring that all young Australians leave school with a strong understanding of their rights, responsibilities, and role in society.
The latest NAP-CC results are a wake-up call, but they also provide an opportunity to reinvigorate our approach. By fostering critical thinking, active participation, and media literacy, we can empower students to become informed, engaged citizens who contribute meaningfully to their communities and democracy.
Now is the time to strengthen our commitment to civics education. Our students are eager to learn about our country’s history, institutions and democratic processes, and it’s up to us to ensure they have the knowledge and skills to navigate the world as informed citizens.
The full report, the National Assessment Program (NAP) sample Civics and Citizenship (CC) Report 2024, can be found online at www.nap.edu.au/nap-sample-assessments/results-and-reports.
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