What Happened — The Big Vote at Nottingham College
- As part of UK Parliament Week (24–30 November 2025), Nottingham College ran a “Big Vote” event at its Adams campus. (nottinghamcollege.ac.uk)
- The goal: to “reignite young people’s interest in politics and voting,” especially timely given low national voter engagement and proposals to lower the voting age to 16 at the next UK general election. (nottinghamcollege.ac.uk)
- The event was organised by Foundation Learning students — including many at risk of becoming NEET (Not in Education, Employment or Training) — as part of a broader democracy‑project supported by Nottingham City Council. (nottinghamcollege.ac.uk)
- Students ran a real‑life mock voting process:
- On 24 November, the campus recreated a realistic polling setting: students registered, received ballot cards, visited voting booths (decorated with murals representing different “parties”), cast ballots into a ballot box — and got “I Voted” stickers, mimicking an actual election. (nottinghamcollege.ac.uk)
- Over 2,000 students and staff were the target for casting votes. (nottinghamcollege.ac.uk)
- To visually celebrate the occasion and promote civic participation, students collaborated with local artists and Nottingham Art Fest to design a mural whose winning design will be installed in the Adams Building library — as a lasting symbol of the power of voting. (nottinghamcollege.ac.uk)
- Students involved reported positive reactions. For example:
- A student helping with registration said the event “gives us the chance … to have our voices heard.” (nottinghamcollege.ac.uk)
- Another said it was a good way for under‑18 students (not yet eligible to vote in real elections) to “experience voting for the first time,” by casting a vote for something tangible — the mural. (nottinghamcollege.ac.uk)
Why This Matters — Context & Significance
- Voter engagement in the UK has been a concern, especially among younger people. Events like Big Vote can help build political awareness and democratic participation ahead of elections — particularly if the voting age is lowered to 16. (nottinghamcollege.ac.uk)
- By letting students — including those at risk of disengagement from education — take part in a mock election, Nottingham College is offering hands‑on civic education: not just teaching about democracy, but simulating it. That tends to have stronger educational impact than lectures alone.
- The project includes creative and community aspects (murals with Nottingham Art Fest) which tie civic engagement to community expression — making politics more relatable and tangible. This may help reduce political alienation among youth.
- The scale of the event (aiming for ~2,000 voters) suggests a serious institutional commitment, not a small classroom exercise. It reflects a broader effort — via UK Parliament Week — to engage young people across the country in democratic processes.
What Students & Organisers Are Saying — Voices & Feedback
From the published reporting:
- Student volunteers expressed that the event gave them a sense of empowerment and inclusion — “freedom of our voices heard.” (nottinghamcollege.ac.uk)
- Another student said the opportunity to vote — even if only for a mural design — was meaningful, especially as many under‑18 participants can’t vote in real elections yet. (nottinghamcollege.ac.uk)
- Organisers emphasised that the event was part of a democracy‑project tied to Nottingham City Council, aiming to make political participation more approachable and familiar for young people at risk of marginalisation or disengagement. (nottinghamcollege.ac.uk)
These reactions suggest that, at least at the grassroots level, the Big Vote had a positive impact — building interest, confidence, and a sense of agency among young participants.
Broader Context — How It Compares with Other UK Parliament Week Activities
- The concept of UK Parliament Week encourages schools/colleges across the UK to run events that help demystify how democracy works — mock votes, debates, civic lessons, visits by MPs, etc. (Wikipedia)
- Similar institutions (colleges, schools) have hosted events: e.g., some run model “Question Time” debates; others hold mock votes for school policies or charity choices — the goal is to boost political literacy and engagement among youth. (Huddersfield New College)
- What sets Nottingham College’s “Big Vote” apart is the scale + realism + creative component — using a full voting simulation, aiming for thousands of participants, and combining civic education with art/mural design. That blend can make democracy feel more accessible and relevant.
What to Watch / What It Suggests for the Future
- Potential long-term impact on youth engagement: If students who participated remember the experience, they might be more likely to vote (once eligible) or to engage civically — possibly raising youth turnout or political activism in coming years.
- Model for other colleges/schools: The Big Vote could serve as a template for other institutions — showing how to combine education, civic participation, and creative expression to get young people involved.
- Support for possible voting-age change: Given ongoing discussions in the UK about lowering the voting age to 16, activities like this help prepare younger people for participation, giving them early hands‑on experience.
- Community identity & inclusion: The mural — once installed — may serve as a long‑term reminder that young voices and civic involvement matter, potentially fostering a sense of belonging and community ownership among students.
- Challenges & sustainability: To have lasting effect, such initiatives need follow-up — continued civic education, real‑world opportunities (debates, youth councils), and not just one‑off events. It remains to be seen if Nottingham College (and others) will build on this momentum.
My View — Why This Is a Positive Step
I think Nottingham College’s Big Vote effort is a great example of civic‑education done right: interactive, inclusive, and creative. Especially for students who may feel disconnected from politics — or not yet able to vote — it offers agency, education, and engagement rather than passive instruction.
If more colleges adopt similar initiatives — and if follow-up civic activities (student councils, youth engagement in local politics) are supported — this could help rebuild public trust and participation in democracy over the long run.
Here’s a closer look at what we know so far about Nottingham College hosting a “UK Parliament Week” “Big Vote” event — what was done (a “case study”), how people reacted, and what wider experts/commentators say about efforts like this.
What the “Big Vote” at Nottingham College Did — Case Study Summary
According to the college’s own announcement: (nottinghamcollege.ac.uk)
- The Big Vote was held on 24 November 2025 at Nottingham College’s Adams campus as part of UK Parliament Week (24–30 November). (nottinghamcollege.ac.uk)
- The event was organised by “Foundation Learning” students — including students at risk of becoming NEET (not in education, employment, or training) — in a democracy‑project supported by the local council. (nottinghamcollege.ac.uk)
- The format simulated a real‑life voting process: students/staff registered, received ballot‑cards, used polling booths, cast ballots into a box, and got “I Voted” stickers. (nottinghamcollege.ac.uk)
- The vote for the event was on a tangible and relevant outcome: choosing a mural design for the library (students worked with local artists). The winning design will be installed — giving the vote real, visible impact. (nottinghamcollege.ac.uk)
- The college aimed for more than 2,000 students and staff to cast votes. (nottinghamcollege.ac.uk)
- Students involved spoke positively — e.g., one 18‑year-old participant said the event “gives us the chance to experience voting and the freedom of our voices heard.” Another said it was a good way for under‑18s (not yet eligible to vote in real elections) to “experience voting for the first time.” (nottinghamcollege.ac.uk)
What this shows (as a case): The Big Vote is a meaningful, hands-on civic‑education exercise: not just teaching about democracy in theory, but giving participants a genuine, walk‑through of the voting process — registration, ballot, booths, secrecy, marking a choice, casting a vote, and seeing the result (the mural).
Because the “ballot” had a concrete outcome (the mural design to be installed), the exercise bridges theory and real‑world consequence — something that tends to strengthen engagement and sense of agency.
How People Reacted: Student / Organiser Feedback & Immediate Impacts
From the college’s reporting: (nottinghamcollege.ac.uk)
- Students said the event helped them “feel heard” and gave them a chance to experience voting — even if they aren’t yet eligible to vote in official elections. This addresses the common obstacle of youth apathy or sense that “voting is for others.”
- For younger students, particularly under 18, being able to vote (even in mock elections) helps demystify the process — making future real participation less intimidating.
- The mural‑vote outcome gives visible proof that voting can lead to tangible change — a potential boost to democratic confidence and sense of community ownership among students.
- Because the event was run by students (including those at risk of disengagement) rather than only by administrators or staff, it likely strengthens ownership, empowerment, and peer‑involvement — which often correlates with stronger, more sustainable engagement.
Why This Matters — Context & Wider Relevance
Putting this event in broader context, especially given ongoing concerns about young people’s disengagement from politics in the UK, this kind of initiative is significant:
- UK Parliament Week is designed to promote civic engagement and political awareness through events in schools, colleges, community groups, and organisations across the UK. (Wikipedia)
- As shown in the 2025 “Welcome to Your Vote Week” (a parallel initiative), such youth‑engagement programmes tend to increase democratic knowledge, confidence, and likelihood to register/vote among young people: according to that programme’s impact report, many young participants said they felt more knowledgeable about democracy, more confident to engage, and more likely to register to vote after participating. (Electoral Commission)
- In regions like Nottingham — where there are youth groups already discussing politics (e.g. 16‑ and 17‑year‑olds talking about representation, policy, and voting rights) — setup like the Big Vote may help bridge the gap between political awareness and civic participation. (The Guardian)
- For students at risk of being NEET or feeling politically marginalized, participation in mock‑vote projects can increase a sense of inclusion and agency — reinforcing the idea that their voice matters.
What We Don’t (Yet) Know — Limitations & What to Watch
Because the Big Vote is freshly done, there are some limitations and open questions:
- We don’t yet have long‑term data on whether participating students are more likely to register to vote, actually vote when eligible, or stay politically engaged. The impact now is mostly anecdotal.
- The event was a simulation with limited stakes (a mural), not a real governmental election — while that helps engage, it’s unclear whether the sense of civic duty will transfer to real political participation (with higher stakes).
- The participants may be those already somewhat engaged or motivated; it’s unclear if the event reached students who are apathetic or disengaged. Selection bias may shape feedback and outcomes.
- Without follow-up programmes (more civic education, youth councils, real opportunities to influence decision‑making) there’s a risk the momentum fades.
What Experts & Broader Observers Say — On Youth Civic‑Engagement & Mock‑Vote Initiatives
- Youth‑engagement campaigns like “Welcome to Your Vote Week” regularly show high effectiveness: many educators report that after mock votes, workshops, and democratic‑education sessions, young people report increased knowledge, confidence, and likelihood to vote when eligible. (Electoral Commission)
- Civic‑participation initiatives in colleges (particularly when student‑led) are seen as critical for addressing declining youth voter turnout and political alienation. More than lecturing, hands‑on simulations help youth understand electoral mechanics and feel their voice matters. (FE News)
- However, academic research shows that “political branding” — i.e. how young people perceive political parties and candidates — often fails to resonate: many young voters say parties are indistinguishable or unrelatable. (University of Nottingham) That suggests that while mock‑vote events raise awareness and willingness to vote, real long-term change requires trust, relevance of politics, and concrete policies.
Therefore: initiatives like Nottingham College’s Big Vote are valuable — but they work best as part of a broader, sustained programme of civic education, political inclusion, and responsive governance.
My Take — Why Big Vote at Nottingham College Is a Strong Example of What Works (and What Needs Follow‑Up)
I think the Big Vote at Nottingham College is an excellent example of how to do youth civic education well: it combines realism, student leadership, community input (mural design), and tangible outcomes.
If I were advising similar institutions, I’d recommend:
- Pair mock‑vote events with follow-up civic‑education programmes (debates, youth councils, local‑policy involvement) so voting feels meaningful, not just symbolic.
- Track outcomes over time (voter registration, turnout, civic participation) to assess the long-term impact of such initiatives.
- Expand outreach to engage students who are less politically aware or less confident, to avoid reinforcing engagement only among the already-interested.
- Integrate cultural/community components (like the mural) — these help bridge politics with identity, creativity, and local belonging, which may increase engagement among youth.