Inside the Classroom: Why Civics Teaching Feels Risky—and How to Fix It

A quiet chill has crept into civics classrooms: teachers are pulling back from timely, contested topics because they fear blowback. We sit down with Liam Julian, vice president of programs and public policy at the Sandra Day O’Connor Institute for American Democracy, to unpack what that looks like on the ground, why vague standards and thin district guidance leave educators exposed, and how to rebuild a culture of confident, evidence-based civic dialogue.

Liam shares striking findings from a new policy brief—nearly 80% of teachers report self-censoring—and explains why “safe,” purely procedural civics isn’t just dull; it deprives students of the core skills democracy needs: civil disagreement, compromise, and reasoned argument. We explore practical strategies teachers are using right now to lower the temperature without ducking substance, from anchoring debates in founding documents and Supreme Court cases to designing classroom norms and protocols that keep criticism on ideas, not people. The conversation also dives into preparation gaps—many educators never had strong civics themselves—and what high-quality professional development looks like when it blends deep content with facilitation moves for tough moments.

Looking ahead to America 250, we talk state standards that are clear and teachable, district leadership that backs educators when complaints arise, and the power of making civics visible across the campus—in band rooms, math classes, and student councils. If you care about democratic literacy, teacher support, and helping students connect government to daily life, this is a timely, hopeful roadmap from fear to confidence.

If this resonates, follow the show, share it with a colleague, and leave a review telling us the one change you want to see in civics education. Your feedback shapes what we explore next.

Check out the policy briefs here: https://oconnorinstitute.org/research/

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