Developing Character Skills In Schools

The aims of the project were to provide:

1. Robust national estimates on the activities and support provided by schools to support character education;

2. Qualitative evidence to explore different approaches to and experiences of developing character traits; and

3. Examples of specific activities that schools have found to be effective.

The biggest barriers for schools seeking to provide character education centred around competing demands on staff time and capacity. Just fewer than one in six (17%) schools had a formalised plan or policy in place for character education. A quarter (25%) of schools had a dedicated lead for character education.

Key Findings:

• Almost all (97%) schools sought to promote desirable character traits among their students, although fewer (54%) were familiar with the term ‘character education’ prior to being approached to take part in the research.
• In line with this, case study participants did not naturally use the term ‘character education’. However, when prompted, they equated the term with support for pupils’ (personal) development as well-rounded individuals.
• Case study settings viewed their role as being to:
  • Encourage pupils to understand, value and demonstrate the positive behaviour traits that would make them well-rounded, grounded citizens;
  • Support the development of the skills required to function in and contribute to society;
  • Support social and emotional development, in order for pupils to better understand themselves and work on their weaknesses; and
  • Instil pupils with a moral compass and skills in understanding and interacting with other people.
• Schools primarily aimed to develop character in order to promote good citizenship (97%) and academic attainment (84%). Across all school types, the character traits most highly prioritised were honesty, integrity and respect for others (a high priority for 94% of schools). Less importance was placed on curiosity, problem-solving and motivation, although these traits were still a high priority for more than two-thirds (68%) of schools.
• Secondary schools were more likely than primary schools to link character education to employability (86% vs. 46%).
• Special schools and alternative provision (including PRUs) were less likely to focus on improved academic attainment, and were more likely to report supporting the development of certain character traits for reasons other than improving academic performance, employability or citizenship.
• Priorities also differed according to:
  • The needs of pupils. Case study PRUs and special schools particularly emphasised the importance of resilience, self-esteem and self-regulation in enabling their pupils to overcome barriers to learning. Schools in deprived areas underlined their responsibility to nurture positivity and self-belief around achievement and combat low aspirations.
  • The religious values of the school. Faith schools drew upon their heritage and identity to identify particular traits of importance, and to assert the centrality of character development to their purpose as a school.
  • Relevant policy, research, theory and practice. School approaches had also been influenced and driven by previous government agendas (e.g. British values); and theory, in particular values-based education, the Growth Mindset approach and strengths-based approaches.
• Most schools used school-wide, cross-curricular approaches to develop character. Almost all (97%) had a mission statement or set of core values intended to contribute to character education, and assemblies (92%) and subject lessons (89%) were both used to develop desirable character traits among pupils by the vast majority of schools.
• A significant minority (41%) of schools offered distinct character education lessons. In addition, almost all (97%) schools used extra-curricular activities to develop character traits. Sports and/ or performance arts clubs (91%), outward bound activities (72%), hobby clubs (71%) and subject learning clubs (60%) were each used to develop character by a majority of schools.
• In the state sector, secondary schools were on average more likely than primary schools to use extracurricular activities as a means of developing desirable character traits. In particular, secondary schools were significantly more likely to use subject learning clubs (87% vs. 57%), role model sessions (80% vs. 39%) and volunteering or social action opportunities (76% vs. 35%) to develop desirable character traits among pupils.

WEB LINK

Developing Character Skills In Schools

Keywords

<--- The article continues for users subscribed and signed in. --->