Drawing on international approaches and best practices in civic education, the initiative replicated real voting procedures, including addressing challenges such as spoilt ballot papers and coalition dynamics. Results indicated increased political understanding and readiness to engage in real elections, emphasizing the importance of practical civic education, particularly for neurodivergent populations.

This paper highlights the potential of mock elections to bridge gaps between theoretical knowledge and practical application in fostering active citizenship. Future research is recommended to explore the long-term impacts of such activities on neurodivergent young adult participation.

Introduction

In recent years, engaging youth in civic activities has gained significant attention, with mock elections polling stations emerging as a promising method. Studies indicate that mock election booths significantly increase political awareness and engagement. For example, a study by the Pew Research Centre (2020) found that 68% of students who participated in mock elections felt more prepared to vote in real elections. Another survey by the Centre for Information and Research on Civic Learning and Engagement (CIRCLE, 2019) reported that schools with mock election programs saw a 20% increase in student’s likelihood to vote when they became eligible.

This demonstrates the potential impact of hands-on civic education programs in fostering a commitment to democratic participation among young people.

Currently, civic engagement and voting education in the UK mainstream schools vary significantly. Some schools incorporate comprehensive civics courses with practical lessons on voting, while others only touch on the subject superficially. Generally, mainstream education tends to focus on theoretical aspects of government and democracy, often neglecting practical, hands- on experiences ( Hart & Atkins, 2011). In contrast, neurodivergent- led schools in the UK, particularly those tailored for autistic individuals, may offer more structured and practical approaches to learning electoral responsibilities. These schools often emphasize predictable routines and clear instructions, including mock elections as a teaching tool. However, the quality and availability of such programs can vary widely depending on resources and institutional priorities ( Guldberg et al., 2019). Adequate resources and strong institutional priorities are crucial for integrating successful international practices into local programs.

Drawing on international approaches and neurodivergent teaching best practice, this article will describe and discuss when a mock election polling station was organised as part of an initiative to foster political awareness among autitstic young adults aged 18-25, held at a community centre as part of the Vale of Glamorgan Youth Service. The goal was to provide hands-on experience of the electoral process in a structured and supportive environment.

International Approaches to Youth Participation

Countries like New Zealand, Norway, and Iceland have integrated mock elections into their curriculum, showing positive outcomes in youth political engagement. In New Zealand, programs, “Kids Voting” have successfully increased political awareness and participation ( Education Review Office, 2018). Norway’s education system mandates participation in simulated elections, fostering deep understanding and involvement ( Bergstrom et al., 2016). Iceland promotes democratic values and participation through youth parliaments and integrated civic education (Jonsson, 2017).

In Abu Dhabi, civic education initiatives are relatively nascent but growing. Programs often focus on instilling national pride and understanding governance through school activities and national events. There is push towards including more practical electoral experiences in the future ( Al Qasimi, 2021). My methodology would have been significantly enriched by the practices used in New Zealand, Iceland, and Abu Dhabi. Countries like New Zealand and Iceland integrate mock elections and youth parliament, promoting political engagements and democratic values among students, which could have enhanced structured, practical learning experiences in my approach. These practices offer clear, step by step engagement, crucial for fostering understanding and participation, especially among autistic individuals. Meanwhile, Abu Dhabi’s focus on national pride would have added a layer of cultural and civic education, further broadening the scope and impact of my methodology. Including these components in the program would have added a practical dimension, allowing participants to directly engage with the electoral process in their community. This hands-on approach aligns with best practices in electoral education, which emphasize experiential learning to deepen civic understanding and participation.

Best Practices in Electoral Education

Effective electoral education combines theoretical knowledge with practical experiences. According to Niemi and Junn (1998), hands-on activities like mock elections significantly enhance understanding and retention of electoral processes. Best practices include:

1. Simulated Voting: Engaging students in realistic voting scenarios helps them understand procedures and the the significance of their votes.
2. Interactive Lessons: Discussions, debates, and role-playing can deepen student’s comprehension of political issues and electoral systems.
3. Civic Projects: Encouraging students to participate in community projects or attend local government meetings provides practical insights into civic duties and responsibilities.

These practices would encourage students to participate in community projects or attend local government meetings provides practical insights into civic duties and responsibilities. This hands-on approach can be further enhanced by engaging them in mock elections, where they can experience the electoral process first-hand.

Setting up the Mock Elections

The mock election involved nine young adults from a local youth club. They were provided with mock polling cards, ballot papers, ballot boxes and IDs to replicate real election processes. Participants were given clear, step-by- step instructions on how to cast their votes, ensuring they understood each stage. Procedures were explained to the group, votes were cast, and ballots counting followed standardised protocols to ensure transparency and accuracy ( Thompson, 2019). Votes were recorded onto a whiteboard and analysed, reinforcing the importance of procedural integrity in democratic practices ( Mock Elections Guide, 2022).

For autistic individuals, structured activities with clear guidelines and predictable outcomes provide a supportive environment for learning and participation ( Smith & Jones, 2021). Mock elections offer such structure and predictability, creating a safe space for engagement in the electoral process. An important aspect of the mock election process is addressing spoilt ballot papers. In our mock election, two of the ballot papers were spoilt to simulate real experiences for the nine participants. These occurrences provided valuable teaching moments of the importance clear communication and adherence to voting instructions ( Brown & Green, 2018). By understanding why votes may be invalidated, participants gained insights into the responsibilities of both voters and electoral officials in upholding electoral integrity. By understanding why votes may be invalidated, participants gained insights into the responsibilities of both voters and electoral officials in upholding electoral integrity. This awareness set the stage for analysing the outcomes of the simulated election, which revealed the practical challenges and unexpected results that can arise in real-world electoral processes.

Results

Participants became experienced in coalition governments. For instance, two out of the nine ballot papers were spoiled, meaning that two of the running four fake political parties scored two votes a piece, leading to a hung parliament outcome, which was unexpected. This was unexpected because we anticipated a more straightforward voting outcome, not realising that ballot papers would be spoiled. However, this allowed for discussions on coalition formation ( Johnson et al., 2020). This first-hand experience demystified complex political scenarios and fostered understanding of coaliting dynamics.

This disconnect between theory and practice was highlighted by the prevalence of spoilt ballot papers, which served as a tangible reminder of the gaps in procedural understanding that my community participation activity sought to address.

The occurrence of spoilt ballot papers also contrasted with mainstream education’ s approach to civic engagement, underscoring the critical importance of my community participation activity, especially in procedural integrity, a vital aspect often overlooked in the predominately theoretical teachings of mainstream schools where it is important. This gap between theoretical understanding and practical application highlights the need for experiential learning opportunities, such as mock elections, to better prepare students for real-world civic engagement.

The introduction and methodology highlight the importance of practical, hands- on- experiences in civic education which is reflected in the results of the mock election. By providing a structured and supportive environment, the mock election facilitated an in depth understanding of electoral processes and outcomes, including the impact of spoilt ballot papers and coalition dynamics. This approach aligns with the goal of bridging the gap between theoretical knowledge and real-world application, underscoring the effectiveness of practical engagement and understanding among participants. Furthermore, this alignment demonstrates that practical engagement not only enhances understanding but also mirrors successful outcomes observed in international contexts.

The International approaches, best practices, and studies on the social economics and effectiveness of mock elections underscore the significance of hands-on civic education, which directly relates to the outcomes observed in my mock election. Like programs in New Zealand and Norway, the experiential learning provided by our mock election increased participant’s political awareness and understanding of complex political dynamics. The increase in voting confidence and engagement observed among participants aligns with findings from the Pew Research and CIRCLE, demonstrating the effectiveness of integrating practical electoral experiences into education. This reinforces the value of mock elections as a tool for enhancing civic engagement and understanding, particularly when they include structured, realistic scenarios. After the mock election, participants evaluated the activity, reporting increased confidence in voting correctly, improved understanding of political parties and their roles, and greater abiltiles to engage in political discussions. While formal data collection was limited, anecdotal evidence suggested a positive impact, with participants finding the activity enjoyable and those eligible to vote in subsequent real elections voting confidently. Future studies should conduct quantatitive research into the percentage of young voters who are neurodivergent to further validate and expand upon these findings, ensuring a comprehensive and updated understanding of the impacts. Building on these recommendations for future research, it is evident that further exploration is necessary to understand the diverse factors influencing young voters’ political engagement, especially for neurodivergent populations.

Conclusion

This study highlights the importance of hands-on civic education, demonstrating that mock elections can effectively increase political awareness and engagement among young adults, particularly within neurodivergent communities. The findings align with international examples, reinforcing the value of practical electoral experiences in bridging the gap between theoretical knowledge and real-world application. By providing structured and supportive environments, mock elections enhance participants’ understanding of democratic processes, including the significance of procedural integrity and coalition dynamics. Future research should continue exploring these methods to further validate their impact on fostering active citizenship.