Results & Impact
Each week hundreds of thousands of young people vote on our latest lesson. Here's what they say, and how their voices are changing the world.
13th - 20th March 2026
The situation in Iran is ever-changing and a challenging topic for teachers to approach in the classroom. It’s easy to find misinformation, conflicting arguments and confusing stories online, which is where the majority of young people find their news. With these lessons, VotesforSchools aimed to give young people a better understanding of what’s going on beneath the headlines, whilst supporting teachers to facilitate important discussions about the conflict. They explored the significance of geography, a timeline of events to provide essential context and the different opinions that have been shared on the US, Israel and Iran’s actions. As with all their VotesforSchools lessons, the focus was on providing unbiased information to facilitate an important discussion, so that young people have the confidence to share their thoughts on significant issues. Given the rapidly developing situation in Iran, please note that the lesson content was up to date as of 12th March 2026.
Secondary, 16+ & College voters were asked: “Do you understand the reasons for the Iran conflict?”, while Primary 9-11 voters discussed: “Have you found recent news overwhelming?” and Primary 5-9 voters considered, “Is it easy to manage big feelings?”
42,677 young people voted on this topic.
total votes
voters aged 5-11
voters aged 11-16+
You can see how our voting is impacting the world on our impact page:
Our Impact
06th - 13th March 2026
Traditional school uniforms are often used as a debate topic in classrooms for young people to reflect on the pros and cons of having a set of school-identifying attire. A less-discussed aspect of the debate is what a uniform should comprise of; common choices include ties, blazers, smart trousers and knee-length skirts. Is this an outdated and impractical system? In their VotesforSchools lessons, we asked our voters to consider the introduction of an “active uniform”, where clothes would prioritise movement, breathability and comfort. Meanwhile, 16+ & College students considered their previous experience of wearing a school uniform and how far they believe it helped to prepare them for entering adulthood and the world of work. Close to 60,000 young people responded to the vote, with many more discussing the topic in classrooms across the UK.
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27th February - 06th March 2026
To mark National Careers Week in March, we asked young people to consider how prepared they feel for the future and whether they believe schools should dedicate more learning time to understanding different career pathways. Our youngest voters, aged 5-7, discussed whether they need to learn about a wide range of jobs in school, while 7-11-year olds explored career role models and whether there is a benefit to having more. Meanwhile, voters aged 11+ discussed employers and whether they should be obligated to work with schools to help prepare young people for the realities of employment. We also held Student Webinars, where schools from across the country joined to discuss questions posed by our VotesforSchools Youth Ambassadors on the topic of careers-based education.
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20th - 27th February 2026
Recent defections across UK political parties have triggered discussions around honouring voter choices at the ballot box. Namely, whether MPs have a duty to remain loyal to the party they won their seat with and if not, should “crossing the floor” lead to an automatic by-election? With the voting age being lowered to 16 at the next General Election, it’s more important than ever that young people have a voice in debates like these. They considered voter intentions, including whether party or candidate popularity has more influence over outcomes, as well as the struggle MPs face when they stop believing in the party or political leader they represent. Primary pupils discussed whether loyalty is part of an MP’s job description, while Secondary and College students debated what the implications of defection should be.
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