The idea that young people are more apathetic to politics than other age groups is well publicised, but the reality is that it’s a mixed bag (although one that leans towards lassitude).

There are some who, for many reasons, simply don’t care. Others are disillusioned by those who claim to represent them in Westminster. And, of course, there are those with a fervent interest, keen to be more engaged.

What is perhaps true is the fact that voting isn’t part and parcel of the fabric of a young person’s understanding of the world and how they shape it. For example, as Rowena Mason, political correspondent at the Guardian, noted in 2013: “Evidence shows that voting is a habit that millions may just never get into, particularly if they are less well-off.”

Yet, this needn’t be the case. The sooner young people are introduced to politics - at home, school and in the community - the more likely they are to have a better understanding of it, appreciate the value of participating in it and, of course, turn up regularly at the ballot box.

Teachers have a huge role to play in this. They can inspire pupils to be more engaged, enhance and enrich their political vocabulary and, perhaps most importantly of all, highlight the universality of politics through contextualising its relevance to every facet of life.

This is, presently, the only real way in which politics is going to be experienced throughout compulsory education. Why so? Well, it is, for now, unlikely to ever become part of the core curriculum - it is offered as a subject at A-level - and therefore, any exposure will be achieved through the proactiveness of teachers.

It goes beyond subtly incorporating politics into teaching. It has to be obvious - the link between activity, subject and politics must be clear. So, let’s say you’re a maths teacher, base some tasks around the financial crash; as an art teacher you can look at political art; and in English you can examine political texts and frame them against the objectives of your lesson.

There are however, challenges. For example, if, as an individual, you are especially impassioned by a certain political ideal or an ardent supporter of a particular party, you have to be careful not to let your bias get in the way. As such, being politically neutral is vital. A balanced approach empowers young people to make their own decisions and follow their own path.

You’re there to facilitate a confident and engaged approach to politics, offer students all the facts and to get them to continually question on their own assumptions. Needless to say, this complements the the wider initiative of getting pupils to be more reflective not just at school but outside of it also.

They say that the upcoming General Elections is expected to be one of the most interesting, divisive and possibly transformative in recent history, making it an apt time to reassess how you teach politics and how your school approaches the subject. Whatever the outcome, majority or otherwise, make it your own goal to change this dynamic.

Politics needn’t be misunderstood, thought of as boring or irrelevant and the privilege of affluent people. It belongs to everyone. That’s the message that needs to come across.