This study examined the connection between selected class factors (open classroom, teachers’ role in discussions, relationships in the classroom and the type of the school) and individual characteristics (students’ engagement in discussions, their shyness, a need for cognition, the interest in politics, demographics) and students’ perceptions of the benefits of school discussions about social issues. The study used the data collected in a survey in 2014 from students of ninth grade of elementary schools and first grades in vocationally-and academically-oriented high schools in four regions in the Czech Republic; in this study, data from 729 adolescents (14–17 years) who experienced school discussions about social issues in the last year were analyzed. The results of multilevel linear model showed that discussions were perceived as more beneficial by students in classes with good relationship. Another positive link was found also with students‘ individual perceptions of open classroom, their perceptions of teachers‘ role in discussions as liberal, students‘ own greater engagement in discussions and their higher interest in politics. No link was found with gender, age, need for cognition or shyness. The findings can be beneficial for teachers to improve the quality of school discussions about civic issues.