Representation of the People Bill (Second sitting)

Debate between Warinder Juss and Lisa Smart

Committee stage
Wednesday 18th March 2026 Public Bill Committees

[Lisa Smart]

Q I should declare an interest as a director of the Joseph Rowntree Reform Trust. JRRT is one of the biggest funders of the democracy sector, so a number of the witnesses this afternoon will have received grants from JRRT, including the Politics Project and, I think, Dr Mycock, for a research project.

I strongly agree that we are in a moment of crisis for our democracy. An awful lot of things that I would have liked to see in the Bill are not there. You talked about the opportunity that this presents. Particularly looking through the lens of trust in politics and participation in our elections, what does your organisation, or you as an academic, believe could have been in the Bill that would have had a positive impact on trust in politics?

Harriet Andrews: The biggest thing in terms of trust in democratic institutions is the way that democratic institutions engage with the public, and with young people specifically. We specialise in connecting young people and politicians. We have evidence that we can systematically improve democratic trust, which is a fantastic thing to be able to do—not many people can do that—but that is done through loads and loads of conversations between young people and politicians, and there is not really a substitute for that kind of work. I do not know whether that is the role of this Bill, but it is definitely the role of every Member of Parliament. We also need to think about investment in places such as schools and youth groups, and ask whether they are being supported to engage with democratic institutions.

The other thing to mention is that a lot of people are really uncertain at the moment about whether they are allowed to engage with democratic institutions as part of their youth work or as schools, because they are worried about issues around impartiality. I would focus on really clear guidance on impartiality, partly so that people feel a lot more comfortable about what they can do. They can do a lot, but lots of people are scared about engaging with their local council or councillor on a local issue because they are worried about political bias. More training and support around that is needed.

Andy Mycock: I fully agree with everything that Hattie said. Contact—building a relationship at a very early age—is a critical part of this. By the time you get to secondary school, a lot of that good work is already past its time of efficacy. Primary school, when young people are socialising and their brains are growing, is proving to be, in all different aspects of growing up, the most important time. There is a stark lack of focus on primary school interventions. Much of what happens focuses on secondary school, when young people are overloaded; they are going through significant change in their lives—biologically, socially and educationally. Stretch the civic journey. Give it time to mature over time. Think about how you support young people after the age of enfranchisement, whether it is 16 or 18.

To go back to the Minister’s question, our work in Wales highlighted another thing—the voter journey. In Wales we found a lot of focus, in Government and other programmes, on getting young people to get on the electoral register and to know how to vote, but that did not get them to the ballot box. The principal reason was that they were not educated about political parties—what those parties stood for. This is not to open up the old debate about indoctrination, but young people simply did not know what the political parties stood for—they did not know how to read the manifestos, so they stayed at home.

I urge all the parties to move beyond this idea of the fears of indoctrination. The internet age has changed things. You cannot protect young people from political discourse on the internet. Our survey data is already starting to pick up that young people, particularly young men, are increasingly prone to misinformation and to populist ideas. If you do not socialise young people, so that they understand politics before they become enfranchised—whatever the age—it is likely that they will socialise themselves, or will socialise themselves in peer groups that may not be the healthiest in terms of democracy.

I would think strongly about the idea of the voter journey, and about things like automatic voter registration, or giving young people voter authority certificates at the age of 16. If they have a national insurance number, why not give them that certificate so that they have the document and do not have to look for it? Walk them through polling booths: get them used to the idea that these are not alien places. For those who come from middle-class families, it is likely that their parents will take them there the first time to vote. For those coming from maybe disadvantaged or disengaged families, it is highly likely that they will not.

Lastly, learn from other places. Australia has a wonderful celebration around elections where they have a democracy sausage, which you will have heard of now increasingly. We might not be a nation of sausages, but we are a nation of cakes. Why not think about the democracy bake? Have civil society organisations outside polling stations—turn voting into a celebratory act, so that young people feel that that first experience is positive, and that it is not a threatening environment for them to go to again.

[Warinder Juss]

Q Since being elected as an MP, I have spent a lot of my time going into schools and engaging with young people, talking to them and having Q&A sessions. The level of engagement that they show is phenomenal, and the younger they are the more engaged they seem to be—even asking me questions like, “Why did you join the Labour party?”

My assessment from all this has been that if those young people were allowed to vote at 16 they would be very competent in contributing to democracy, and that it would be a great idea for them to be engaged earlier in politics, and to have had those conversations earlier. A witness in the previous panel said that the earlier somebody votes, the more likely they are to carry on voting. I have two questions. First, do you think my assessment is correct? Secondly, do you think that the ability to vote early is one important step we can take to make sure that we have that engagement, and bring democracy into play?

Harriet Andrews: Yes, I do think your assessment is correct. I think young people are really keen to engage in all sorts of social and political issues. They want to have a voice—they want to be heard, right? They are just like everybody else, and they have lots to say. They are exploring the world; they have not heard something for the fifth or sixth time, they have heard it for the first time, so it is more exciting. That is something that we find a lot.

There are some hopeful reforms potentially coming in the curriculum assessment review. They have talked about making citizenship compulsory in primary schools, which really plays into that idea of starting early. The more that you do earlier, and the more you can build these skills over time and make them part of what is happening, the less of a mad rush you have to get everybody ready at a certain point. That is really positive.

One of the things missing in that education reform is, particularly, teacher training. This stuff is complicated, and teachers need support. When they have been surveyed, teachers have said that they feel really underprepared to do this work; they really want to do the work, but they want that support. That is one thing that really needs some attention. The other is the role of Ofsted—asking, “Is Ofsted taking this work seriously? Does it have a home, and does it have a place?” I know that that is not the role of this Committee, but some of the levers to make votes at 16 a real success sit with both DCMS and the DfE.