Résumé
This paper investigates how schools can foster civic skills—cognitive and non-cognitive competencies that enable individuals to actively participate in democratic life and contribute to the collective good. While the importance of education in shaping citizenship has long been recognized by scholars, the mechanisms through which schools can effectively enhance these skills remain understudied. This paper reviews empirical evidence on the causal impact of schooling and various school-based interventions designed to improve civic skills. Evidence suggests that primary education can increase political engagement, particularly in low-income contexts, but the effects of secondary education are more ambiguous, possibly reflecting diminishing returns. Most studies focus narrowly on voter turnout, leaving other civic behaviors underexplored. Beyond political participation, an emerging literature shows that schooling can reduce crime, enhance prosocial behaviors, and foster environmental preferences. Examining the specific impact of civic education programs, the paper finds that, while there is a consensus that these programs improve students’ civic knowledge and attitudes, they often struggle to produce lasting changes in civic behaviors. Programs rooted in experiential learning (”learning by doing”) show the most promise,but rigorous long-term evaluations remain scarce. In contrast, school-based interventions targeting socio-emotional skills—such as empathy, tolerance, and self-regulation—demonstrate more consistent and enduring effects. Studies reveal that these programs can reduce school violence, improve social cohesion, and foster long-term civic engagement, particularly among disadvantaged populations.