Over the past two decades, there has been a wide-ranging debate about the impact of citizenship education on young people's political engagement and participation across Britain. Using data from a survey of 1025 young people aged 18 years at the time of the 2010 General Election, we examined the impact that studying for a formal qualification in General Certificate of Secondary Education in Citizenship Studies has on young people's political and civic engagement. Drawing from the hypothesis that those young people who took the course would be more engaged than those who did not, results demonstrated that there are many differences between the two groups in terms of their political perspectives as well as their past and future patterns of political participation.

Disenchantment with politics and low electoral turnout does not mean young people are not engaged with politics. However, our understanding of what being 'politically engaged' entails is somewhat challenged by the lack of consensus concerning the definition of this particular concept. Furthermore, existing conceptualizations of political engagement and participation (offline and online) often center on a limited set of political action items, failing to realize that a person can be politically engaged but not participate in political actions. Despite attempts to understand how young people themselves define politics, there are insufficient youth specific explanations of what being politically engaged means. In the present study, focus groups including young people (18-24 years) were conducted to examine understandings of political engagement. Participants were also asked to group a set of items they considered most accurately assessed this construct. Using the results, a conceptualization is proposed taking into account young people's definitions of political engagement; this suggests that young people consider political engagement to have emotional and cognitive dimensions but also to be conceptually distinct from political participation.

Over the past few decades, there has been an increasing interest in understanding youth political engagement. However, it has been argued that the instruments used to assess the concept often lack adequate validation, and this is important as this practice may result in biased statistical conclusions. Consequently, the main aim of the present study was to systematically review, summarize, and critique the extant research evidence on the development of psychometric instruments that assess young people's political engagement. Following a systematic review of the literature, seven instruments were identified that were both valid and reliable, but none explicitly assessed young people's political engagement. Instead, they considered broad concepts and/or dimensions related to political engagement. Emphasising the lack of statistically robust standardised measurement tools that empirically assess young people's political engagement, the available evidence confirms the pressing need to adopt a robust psychometric approach to assess political engagement in youth.