Economic and political crises, increasing poverty, new migration flows, political populism gaining strength, and technological changes (ICT and web2), in addition to the intensifying European youth vulnerabilities specified at the beginning of the century (Furlong, Stalder, & Azzopardi, 2000; Znidarec Cuckovic, 2014), create new vulnerabilities for child and youth generations both in Europe (Sortheix, Parker, Lechner, & Schwartz, 2017) and in Hungary, such as the crisis of freedom, solidarity, empathy, values of autonomy (crisis of universal humanistic values and crisis of European values), furthermore exposure to manipulations of the post-truth era, and the "fear industry" (Beck, 2007). The influencing effects of the mass media have become dominant on young people's thinking. Along with the appearance of web2 and smart devices, time spent on talking with the family is decreasing; thus, the impact of the family on young people's thinking and value orientations is also decreasing. Relying on the value theories of Rokeach (1968, 1973), Schwartz (1992, 2006), and Rezsohazy (2006), the research focus in this proposal described in this article, was whether the phenomenon of value crisis/value change could be detected among Hungarian children and young people in two school-life phases that are significant from the perspective of civic education. The other research question aimed at discovering whether the phenomenon of value crisis appears, and how it appears, among teachers of History and Civic Education.