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Democracy starts with wellbeing: why mental health matters for active citizenship

Discussions on democracy and civic engagement most often focus on institutions, electoral systems and formal participation mechanisms. Much less attention is paid to a more fundamental question: how young people actually feel when they are invited to participate. 

In practice, democratic engagement requires more than knowledge and procedural understanding; it also depends on emotional stability, self-confidence and psychological safety. Without these conditions, participation may feel inaccessible rather than empowering. Over time, this can lead young people to withdraw entirely from democratic action or civic movements and to lose trust in the impact that politics can have on their everyday lives.

Mental wellbeing as a precondition for active citizenship

For many young people, civic participation does not begin from a position of empowerment, but from one of vulnerability. Anxiety, chronic stress, social pressure and uncertainty about the future increasingly shape everyday experience. Research shows that such psychosocial challenges are closely linked to civic and political disengagement, particularly among young people with fewer opportunities. When everyday functioning already requires significant emotional effort, engagement in democratic processes can feel overwhelming rather than motivating. From this perspective, emotional regulation, self-efficacy and trust in others are not optional or “soft” elements, but core preconditions for active citizenship. In practical terms, these capacities shape concrete behaviours and mindsets: the ability to speak up for oneself and others, to express opinions without fear of ridicule, to acknowledge different viewpoints, and to accept disagreement while clearly condemning discrimination or injustice. They also influence whether young people feel confident enough to participate in discussions, take collective decisions, and believe that their voice matters within a community.

Educational video games as safe spaces for participation

In this context, educational video games can make a meaningful contribution to both well-being and civic engagement. Evidence suggests that well-designed, age-appropriate games, particularly for older adolescents, can support emotional well-being, social connection and a sense of agency. They also create opportunities to develop ethical decision-making and a sense of community, as players are encouraged to consider the consequences of their choices for others. Games provide structured yet psychologically safe environments in which young people can explore decision-making, cooperation and conflict without real-world consequences. Through feedback and choice, players practice skills that mirror democratic processes, including negotiation, collaboration and understanding consequences.

Importantly, games also normalise failure. They demonstrate that outcomes are not always predictable or fair, and that problems can be approached in multiple ways. Failure is not punitive but informative, encouraging reflection, critical thinking and learning. From a wellbeing perspective, games can also lower the emotional threshold for engagement, especially for young people who feel insecure, unheard or excluded. For some, particularly those experiencing marginalisation, online games are among the few spaces where belonging, social support and continuity can be found. These factors contribute to wellbeing and, over time, to greater readiness for democratic participation.

Conclusion: Linking wellbeing, games and project resources

The connection between mental well-being, democratic participation and educational gaming highlights the importance of creating spaces where young people can safely experiment with agency, voice and responsibility. The resources developed within this project respond to this need by combining civic learning with participatory and well-being-oriented approaches.

The project includes educational video games, game prototypes created by young people, and pre-designed templates that place players in situations involving decision-making, reflection on choices and an exploration of social and civic themes. Through gameplay, young people are encouraged to consider different perspectives, engage with community-related issues and reflect on their role within a society.

In addition, the project’s content guide, tech guide, toolbox and tutorials support educators and youth workers in using video games as accessible and inclusive educational tools. Together, these resources aim to lower barriers to participation, support engagement in civic topics, and contribute to the creation of learning environments in which young people can develop confidence and a sense of agency in relation to democratic participation.

 

 

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