To estimate the level of control, teachers reported how frequently they worried about their students publishing controversial content, discouraged their students from covering controversial topics, re-wrote articles their students had written, or prohibited their students from publishing an article.
On average, teachers indicated that they exerted little control over their students’ work. Teachers’ responses overall clustered between “never” (1) and “rarely” (2). Still, teachers who scored higher on control taught students who were less likely to use the media for civic change than teachers who scored lower.
See info on statistical differences here.