Who Gets to Speak? Education, Identity, and the Uneven Politics of Youth Voice Online

rebecca46125
3 days ago
2 min read

By Jenny Hurst

In the age of digital politics, the idea that all young people are equally empowered to participate online is comforting, but it’s also misleading. Our new research on political engagement among 16-24 year-olds across state and private schools in the UK reveals a far more uneven landscape, where access, identity, and risk deeply shape who feels entitled to speak publicly, and who doesn't.

We asked: how do educational background, race, and sexuality intersect to influence young people's political engagement on social media? What we found disrupts some long-held assumptions, particularly the idea that private schooling automatically produces more politically active citizens.

First, it’s true that privately educated young people were more likely to engage in politics online overall, especially those who were White and LGBTQ+. They dominated both public and private forms of engagement, reading political content, discussing issues offline, and creating original posts and articles.

But these patterns weren’t universal. Racially minoritised youth in private schools were significantly less politically active than their White peers. In fact, state-educated racially minoritised youth reported higher overall political engagement than privately-educated racially minoritised youth. However, their activity was quieter, more cautious, and strategically selective than other groups. Many read political news and followed activist accounts, but stopped short of producing content themselves.

Online spaces, particularly for marginalised youth, aren’t neutral. They're semi-public arenas where the threat of backlash, misinterpretation, and surveillance looms large.

Our data shows that visibility online isn’t just a function of civic interest or education. It’s about feeling safe, seen, and entitled to speak. Those feelings are deeply shaped by identity. White and male youth, especially those with institutional affirmation behind them, are far more likely to feel confident taking up public space. Others, especially young women and racially minoritised students, often don’t.

Interestingly, LGBTQ+ young people across both educational backgrounds showed some of the highest engagement. For many, digital activism wasn’t just politics, it was solidarity, and visibility. Where shared identity and online community intersect, political expression often follows.

So, what does this mean for how we understand youth politics?

It means we need to move beyond surface-level metrics. Counting likes, shares, or even voting intent won’t capture the full picture. We need to ask: Who feels entitled to speak? Who’s being heard? And who’s waiting for a space where their voice is truly safe?

This research makes clear that education can open doors, but it doesn’t guarantee belonging. Schools, especially elite ones, must not only teach politics but also create cultures where all young people, regardless of background, feel empowered to participate.

As digital spaces become increasingly central to civic life, understanding who gets to speak, and who doesn’t, is more than academic. It’s a democratic imperative.

Want to dive deeper? Read the full research report below for all findings, data, and insights.