The rapid ascent of Polanski’s Green Party sharpens an eternal struggle for conservatism­— its limited appeal to young people. Whilst the UK’s youth have always firmly looked left, we are now approaching crisis point. YouGov polling recently suggested that more than half of 18-24-year-olds would vote for the Greens, whereas the Tories and Reform attract a meagre 6% and 2% respectively.

Of course, conservatives generally accept that young Britons are typically enticed by left-wing ideas, but this new eco-populist force isn’t simply advocating for economic and social equality. Half of my generation is gravitating towards utopian, atemporal solutions. Our education system carries sizeable responsibility in this.

The Labour government continues to push “woke” attitudes into compulsory education, sharply demonstrated by new rules allowing 4-year-olds to “socially transition”. Progressive ideology dominates in universities, enabling anti-conservative ideas to proliferate among students— in 2017, the Telegraph found that eight in ten lecturers were “left-wing”.

As a year eleven pupil, I have observed an under-recognised but concerning trend in GCSE specifications. In subjects where students are encouraged to think independently, there is an unmistakable unconscious left-wing framing of key concepts.

At present, a crucial component of right-wing policy is the increased utilisation of North Sea oil. Despite a cost-of-living crisis and Middle-East conflict, Miliband has resisted lowering energy bills at the expense of his green agenda. From a conservative viewpoint, renewable energy is a vital long-term priority— yet in the short-term, public welfare must take precedence.

AQA’s geography specification contradicts this outlook— the environment supersedes other political issues. Teachers aren’t instructed to explain the caveats of sustainable solutions. Most notably, guidelines fail to link the implementation of renewables with energy insecurity, despite the latter being addressed elsewhere in the topic.

Critics may argue that, as geography is the study of our planet, it should be environmentally orientated. While this might be true, it also concerns the world’s inhabitants, meaning that realistic political drawbacks should be considered.

Furthermore, conservative perspectives are frequently overlooked in topics such as globalisation. When discussing its negatives, teachers are directed to cite increased carbon emissions, but not the loss of national identity, or eclipse of the state.

The view that multiculturalism is beneficial is presented as fact, rather than as a significant debate in 21st century politics. This highlights a critical flaw in our education system— particularly in fast-moving subjects, it is woefully outdated. Outlooks on certain concepts have dramatically shifted since the rise of populism, yet pupils are guided to develop opinions relevant to Blair’s Britain.

An evident fixation on morality over feasibility results in steadfast conservative views on social hierarchy being disregarded. Teenagers are taught extensively about the damaging effects of inequality, but little on how capitalism has shaped a prosperous modern society.

AQA’s left-wing framing becomes startlingly apparent when compared to Edexcel’s specification, which makes a greater effort to respect both sides of political discourse. Moreover, the former’s approach not only promotes left-leaning perspectives but also impractical thinking.

In part due to its lack of modernity, AQA’s specification fails to engage with the broader context. Instead, it focuses on solutions suited for an exemplary world. Geography may be the study of our planet, but renewable energy shouldn’t have precedence over the current cost-of-living crisis. Pupils must be better prepared for the rapidly changing world they’re entering.

The most recent specification was published in 2016— it refers to the UK’s membership of the EU. Unless the curriculum is subject to more regular updates, including time-relevant information, much of my generation will continue to view politics through a utopian lens.

GCSE history adds a further dynamic to the argument. Badenoch has repeatedly criticised this status quo, claiming pupils “should learn about the benefits of the empire” and that “Labour want to teach children to be ashamed of Britain’s past”. Similarly, former Tory MP Braverman has pledged to introduce a “patriotic curriculum”. Across the right, there is a consensus that education should instil national pride into young people.

It must be stressed that the atrocities of the UK’s history need to be distinctly remembered, but Britain’s great achievements should also be recognised. Both can guide us into an uncertain future. We have to solemnly recall iniquity to ensure it is never repeated, whilst never forgetting the successes that have shaped this country. “Division” may soon be a political cliché, yet it is a recurring feature of modern Britain. Perhaps if history was used to arouse honour into my generation, there may be a little more unity.

The Tories and Reform are constrained by an education system that fails to stimulate a sense of “love” for the nation. In the long-term, this won’t solely be a dire issue for the political right, but for the UK as a whole. How can our country function when young people don’t respect it?

Conservatives cannot simply attribute the Green Party’s new-found popularity to the left-leaning tendencies of young people. Of course, there are significant factors that draw my generation towards Polanski, but their core policies are severely flawed. Youth support for the Tories isn’t a lost cause, particularly when 51% of young voters are attracted to impractical solutions.

This also represents an ideological battle— AQA’s geography specification is framed against conservative concepts. It actively promotes radical change through a pronounced critique of social inequality, whilst my generation is pushed towards the left of contemporary environmental debate. Furthermore, favourable coverage of international aid underlines this sharp contrast in values, especially considering MAGA-driven isolationist movements in the United States.

My generation will shape this country— they are being moulded into idealistic thinkers by AQA. Their specification fails to acknowledge caveats and drawbacks, creating an asymmetrical view of debate among students. Discourse is a pillar of politics, yet it is being eroded. We cannot afford to ignore this unconscious framing under the pretext of neutrality.

The Conservative Party must spearhead the battle to reclaim education for both ideology and democracy. Whilst young people have long leaned left, my generation is being repelled from core conservative principles— this poses a threat to our future. I urge members to challenge exam boards, to defend their party, their nation, and their beliefs.

Young people are an eternal problem for conservatism— but they aren’t a lost cause. In the Conservative Party’s fight for nationwide relevance, education must become a new frontline.

Thanks for reading my latest blog post on Your World Explored by me, Lewis Defraine. Feel free to offer your support, or even constructive criticism in the comments section below. A like would be greatly appreciated, and if you’d like to receive more articles from Your World Explored, you can also subscribe.