Democratic consolidation is a continuing struggle, in Africa as elsewhere. The turn to democracy gained momentum in Africa in the late 1980s and early 1990s but has petered out since. Can new generations turn the tide?The need to prepare young people to become democratically minded is well established. In western societies, school-based civic education has been considered the means to do it since as early as the 1960s. The assumption is that better knowledge about the democratic functioning of the state promotes stronger democratic values and norms. It is also thought to increase trust in institutions and a willingness to participate in politics in the future. Research in western settings indeed shows that classroom instruction strengthens political attitudes and behaviour. Yet can we expect civic education to work in the same way in newer democracies? In weak democracies studies have found that civic education could actually lead young people away from political participation. Young people may become more aware of the flaws of their own system and turn away from politics.Nigeria made the move from military rule to multiparty democracy in 1999 but remains a flawed democracy struggling with political corruption, vote buying and episodic violence. Individual liberties are only weakly protected. As Africa’s most populous democracy, with a big young population, Nigeria needs young people to participate in democratic politics. And they have done so, as can be seen from events like the #EndSARS protests. Nevertheless many youths also show voter apathy. Or they engage in the country’s well-known cycles of election violence.As scholars, we have conducted extensive research on how young people in African countries can overcome some dark legacies, like violent conflict, ethnic tensions and authoritarianism. In a recent study, we focused on democratic engagement among young Nigerians and how formal education could strengthen it. Our research among secondary school students in Lagos state shows promising results. A survey of over 3,000 final year students found that those with greater political knowledge and stronger democratic values were more likely to express intent to vote, contact officials, or protest in the future. However, these same students rejected party membership and campaigning, which are commonly associated with corruption and violence in Nigeria. In contrast, students with lower levels of knowledge and democratic values remained inclined to participate in party activities. This might be to gain economic benefits.These findings show that the core objectives of civic education are not likely to lead youth to abandon democratic politics. Fostering knowledge about how the system (ideally) works and strengthening democratic attitudes remains a valuable approach to achieving democracy.Our findingsTen years after the transition from military to democratic rule, the Nigerian government made civic education mandatory in primary and secondary schools. The curriculum covers issues such as Nigeria’s independence, the structures of the state, civic rights, political parties and national unity. It also covers corruption and clientelism (the exchange of political support for economic benefits).After learning how the government works and gaining awareness of civic rights and responsibilities, would young Nigerians remain committed to political participation with all the country’s democratic flaws?We conducted a survey among final year secondary school students in Lagos state in 2019. About 3,000 students across 36 randomly selected schools answered our questions. The results revealed three political participation profiles: disengaged youth – those who do not wish to take part in any type of political activitynon-party activists – intent on voting, contacting politicians or officials and protesting, but they reject party membership and campaigning party activists – interested in joining a political party and campaigning as well as voting, contacting politicians or officials and protesting.Disengaged youths tended to come from richer socio-economic backgrounds. They showed low trust in institutions. Non-party activists were more informed and held stronger democratic values than party activists. This is likely because they saw political parties as corrupt or violent.In a democracy where party politics are often tainted by corruption, the youths’ selective engagement may be a sign not of apathy but of a thoughtful and principled rejection of flawed party politics. Despite a growing distrust in political parties, civic education does not appear to discourage pro-democratic political behaviour overall.A ‘reverse’ participation gapSchools are not the only shapers of youths’ political behaviour. Caregivers and peers play a role. In a large number of countries, youth from richer socio-economic backgrounds are more politically informed, more trusting of institutions, and active. This results in a so-called participation gap between richer and poorer citizens.Where democracy is yet to take root, research shows that middle- and higher-middle class citizens also have higher levels of knowledge and stronger democratic norms. But they have lower levels of institutional trust and are less likely to participate in institutional politics. This presents a “reverse” participation gap, so to speak.In our research, we found partial evidence of this “reverse participation gap”. Students from wealthier backgrounds were less likely to participate, but not necessarily because they had stronger democratic norms. One possible explanation is that these students were less economically dependent on the state. With no need to rely on public institutions for jobs or welfare, they might feel less of a need to engage with them.Retreat from political participationIn non-established democracies, research shows that more educated citizens often are more critical of their governments. In Ghana and Zimbabwe, these citizens were less likely to participate in elections. Concerning civic education programmes specifically, an intervention in the Democratic Republic of Congo showed that these programmes might increase political knowledge and commitment to democratic values, but also decrease satisfaction with democracy in their country.School-based research from the continent is lacking. But studies examining school-based civic education in electoral democracies elsewhere also show a retreat from institutionalised political participation. This spans voting, party membership, campaigning, and contacting politicians.Our study finds more optimistic results for civic education programmes in Africa. Youths with high knowledge and values – the core objectives of civic education – remain committed to democratic political behaviour.Leila Demarest receives funding from Leiden University Fund (grant reference W19304-5-01). Line Kuppens does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.