This study examines and compares how social studies teachers in grades 4–6 approach democracy teachings in inner-city and suburban schools in socioeconomically vulnerable areas. The purpose is to explore differences and similarities in their ways of introducing and working with the key elements of democracy teachings, specifically in the core subject of social studies. The study employs a qualitative methodology, including interviews and surveys, analyzing the results through frame factor theory and dimensions of democracy education. The findings indicate that teachers in suburban schools face specific challenges, such as language barriers and students’ varying prior knowledge of democratic principles. Meanwhile, teachers in inner-city schools highlight challenges with younger students, as they are not yet fully ready to grasp and understand the fundamentals of democracy. The study concludes that practical exercises are implemented on specific occasions in suburban schools, which impacts student influence. In contrast, inner-city schools maintain a more balanced approach to democracy education, continuously working to integrate both theoretical knowledge and practical exercises. Additionally, differences in classroom climate are noticeable, and this study suggests that such variations negatively affect the balance of democracy education in suburban schools by limiting students' skills and abilities.