Disagreement aversion among Gen Z students

A growing, observable classroom pattern: students increasingly avoid verbal participation and explicit disagreement, appearing uncomfortable when asked to defend opinions. A secondary‑school teacher reports fewer raised hands, reluctance to debate, visible unease at 'devil’s advocate' prompts, and social withdrawal behaviors tied to phone use and post‑pandemic habits. — If widespread, this reduces classroom debate skills and civic resilience, affecting how future cohorts engage in democratic argument and public discourse.