Vote, Vote, Vote

The importance of voting

by Brian Radcliffe

Suitable for Key Stage 4/5

Aims

To encourage us to consider our responsibility to vote and the opportunity that it provides.

Preparation and materials

• None required.

Assembly

1. This year is a huge year for elections around the world. At least 64 countries, plus the European Union, are due to hold national elections. This means that nearly half of the world’s population has the opportunity to vote during 2024.
   
   Parliamentary or presidential elections have already taken place in Taiwan, Pakistan, Indonesia, Portugal and Russia, as well as in several smaller states. This month, elections are scheduled in Panama, North Macedonia, Lithuania and the Dominican Republic.
   
   Later this year, elections are scheduled in Iceland, Mexico, Belgium, Mongolia, Rwanda, Mozambique, Uruguay and the European Parliament. Some of the most significant elections are due to take place in November: the presidential and House of Representatives elections in the USA.
   
   Finally, there are some elections that are due this year, but a date has yet to be set, including the UK and more than 20 other countries.
   
   
2. But are all of these elections free and fair? It doesn’t look like it. Across the globe, liberal democracy is under attack from dictators, far-right nationalists, military coups and other militant groups. War, corruption and disinformation mean that not every vote will be cast. And even if a vote is cast, it may not be counted. Opposition leaders have been jailed or removed from the ballot paper. Pressure of varying degrees has been placed on weak or ignorant populations. It can be very disheartening for those who believe in human rights.

Time for reflection

Let’s bring the focus closer to home. If the UK parliamentary elections were held in autumn this year - let’s say on Thursday 10 October - how many of you would be 18 by then, and therefore have the right to vote?

Ask the students to raise their hand to indicate their answer.

Now let’s imagine that the Welsh or Scottish elections were due to take place on Thursday 10 October. To vote in either of these elections, the minimum age is 16 rather than 18. How many of you would have the right to vote?

Ask the students to raise their hand to indicate their answer.

That’s a lot more of you. How do you feel about 16-year-olds being eligible to vote for the regional parliaments, but not for the UK parliament at Westminster? 

Ask the students to discuss this question in small groups, or have an open discussion.

Let’s summarize the arguments for and against lowering the minimum voting age. On the one hand, at the age of 16, you’re entitled to join the armed forces with your parents’ consent, leave home and work full-time. This means that you’re regarded as mature enough to be trained in the use of weapons and to manage your life independently. On that basis, surely you should have the right to participate in choosing the government that creates the laws of the land?

However, some would argue that at the age of 16, you don’t have sufficient life experience to make sound judgements about economics, social justice and world politics. Some might say that a 16-year-old’s world revolves around socializing and education, so they don’t have sufficient interest in national politics. The evidence indicates that younger people are less likely to vote than older people: in the last three UK elections, the lowest voter engagement was in the 18-24 and 25-34 age brackets. The right to vote isn’t high on the priority list for a lot of younger people.

So, where does this leave us, and how does it connect with global voting rights? Surely we must start with the basic human right to express our opinion on matters that affect us. We all possess the right to be listened to. That means staff listening to student representatives on the school council, parents listening to children, local authorities listening to those in their care, and the government and opposition parties listening when we’re voting in elections.

There are two provisos. One is that opinions need to be expressed. We must make it a high priority to use our vote whatever our age, participate in school politics and talk to our parents. However, it’s just as important to listen carefully to the opinions expressed by those who disagree with us, and understand why they think differently from us. Why do schools, parents and government create certain rules and laws? Before expressing our opinions, we must listen and try to understand. Then, we’ll be mature voters, whatever our age - and maybe many adults could heed the same advice.

Extension activity

1. Invite the students to interview three Year 11 students, asking them whether they would vote in a general election this year if the minimum voting age was 16. Ask them to compare their findings.