This study investigated the role of civic education in promoting school governance in Keembe Constituency of Chibombo District. It examined how civic education contributes to addressing student unrest and stakeholder dissatisfaction in schools. A qualitative descriptive research design was used, guided by the Ladder of Participation model. Three secondary schools were purposively selected, involving the District Education Board Secretary (DEBS), head teachers, teachers, pupils, and parents. Data was collected through interviews and focus group discussions. The findings revealed that democratic practices exist in schools, with stakeholders participating in decision-making through structures such as Student Representative Councils, Parent-Teacher Committees, and School Management Boards. Civic education has contributed to improved governance; however, challenges such as low participation, limited accountability, lack of transparency, and inadequate experience and confidence among stakeholders persist. The study concludes that while civic education has enhanced school governance, there is a need for stronger implementation of democratic practices. It recommends the development of clear policies to integrate civic education at all levels and promote active stakeholder participation in school governance.