The myth of school neutrality comes from a poor understanding of the philosophy of positivism.
Rather than neutrality, schools should plan and teach cooperation, mutual respect, the dignity of individuals and related democratic values.
This form of exposure assists children in thinking more critically, as well as, encourage them to have a more open mindset.
On the other hand, political theorists advocate a model of multicultural education that warrants social action.
Diversity and unity should coexist in a delicate balance in democratic multicultural nation-states."  Planning curriculum for schools in a multicultural democracy involves making some value choices. The schools were established and funded to promote democracy and citizenship.
A pro-democracy position is not neutral; teachers should help schools promote diversity.
This position is well developed by political philosopher Benjamin R.
Barber in Strong Democracy: Participatory Politics for a New Age, first published in 1984 and published again in 2003.
"Creating inclusive campus environments is challenging, but there is also great personal reward to be gained from helping create a campus 'laboratory for learning how to live and interrelate within a complex world' and to prepare students to make significant contributions to that world." Advocates of democracy in schooling, led by John Dewey (1859–1952), argued that public education was needed to educate all children.
Universal voting, along with universal education would make our society more democratic.