Dr Freya Aquarone of King’s College London’s Centre for Public Policy Research, has published the findings of the APPG for Schools, Learning and Assessment inquiry. Many young people experience their schools and colleges as highly undemocratic, particularly those from historically marginalised groups, the paper states, and calls for non-tokenistic roles for students in governance and decision-making, investment in teacher training for democratic classroom practice, and a clear core curriculum entitlement for citizenship as both a subject and a cross-curricular theme.