ORANGE, Calif., Feb. 09, 2026 (GLOBE NEWSWIRE) -- A new national research report released today by Or Initiative, based at Chapman University, finds that adolescents are already grappling with the most polarizing civic and geopolitical issues of our time, often in digital spaces that reward speed and certainty. At the same time, they are eager for schools to help them slow down, build shared evidence, and learn how to have civil discussions with each other even when they disagree.The report, Coming of Age in Polarized Times: Teaching Civil Discourse in a Digital Era, is based on in-depth interviews with 8th- and 11th-grade students and educators in California and New York, alongside a national review of middle- and high-school curricula. It is being released at a two-day convening at Chapman University marking the launch of Or Initiative, a new research-to-practice effort focused on how to support young people's capabilities for civil discourse in an increasingly digital and polarized time."Students are not disengaged from the world's hardest questions; they are immersed in them," said Vikki Katz, Executive Director of Or Initiative and the Fletcher Jones Professor of Free Speech in the School of Communication at Chapman University. "What they are missing are spaces where they can slow down, sort out what is knowable, and talk with one another without being pushed to pick a side on complex topics. Many of them still believe classrooms can be those spaces. Our research shows they want schools to help—but also, that educators need better tools and support to do that work well."Key Findings: A Generation Seeking Common Ground, Not ExtremesThe report documents a striking disconnect between how young people encounter contentious issues online and how schools are currently equipped to respond.Among students, researchers found that:While teens find much of their time on social media engaging and useful, they report discomfort with extreme narratives. They also encounter political violence, war coverage, antisemitism, and political disagreement primarily through algorithmically driven feeds, often framed in emotionally charged and decontextualized ways.Many adolescents understand that algorithms amplify extreme content, but still report feeling overwhelmed, confused, and unsure what to trust online.Traditional media literacy strategies fall short in environments dominated by fleeting video clips and AI-generated content.Students consistently described classrooms as one of the few remaining places where they hope to ask questions, change their minds, and see peers do the same—when teachers can create these learning conditions.Educators, meanwhile, ...Full story available on Benzinga.com
New Study Finds Teens and Educators Want Schools to Rebuild Civil Discourse in a Digital Age
