(Gutman and Schoon, 2013)
Character is a complex concept and multifaceted. Important aspects include:
(DfE, 2019b)
The Education Inspection Framework (Ofsted, 2019) embeds character education within the strand of ‘personal development’. Inspectors will evaluate the curriculum and the school’s work in supporting learners to develop their character, including their resilience, confidence and independence.
CRITICAL QUESTIONS
Research demonstrates that students who are focused on intrinsic-related goals for engaging in an activity show greater motivation, more persistence and higher achievement compared to students who are focused on extrinsic-related goals (Gutman and Schoon, 2013). Studies have shown that the ability to self regulate is a significant predictor of attainment (Moffitt et al, 2011). There is also evidence that teaching students to develop appropriate social behaviour improves attainment (Durlak et al, 2011).
DEVELOPING A POSITIVE SCHOOL CULTURE
School leaders are responsible for creating the school ethos and culture. The school ethos should embody a strong vision for character and personal development (DfE, 2019b). The importance of positive virtues and character traits should be embodied within the school vision. Desirable character traits that might be included in the vision are:
(DfE, 2019a)
Encouraging students to undertake social action, active citizenship and voluntary service to others are excellent approaches for developing these character traits.
DEVELOPING POSITIVE BEHAVIOUR
Research suggests that childhood self control predicts achievement and adjustment outcomes, even in adulthood (Gutman and Schoon, 2013). Good behaviour is an essential characteristic of effective schools. It creates the conditions for effective learning and it prepares students for life after leaving school. Good discipline also ensures that schools are safe places for all members of the school community. An essential aspect of character education is to promote positive social behaviours so that students can learn effectively and are well prepared for adult life.
Students should be taught about the importance of demonstrating respect towards others, regardless of their differences. Demonstrating respect is a fundamental characteristic of an inclusive society. Teaching students about good manners and courtesy ensures that they can conduct themselves appropriately within educational, social and workplace contexts. This is particularly important in cases where students do not live in families or communities where these virtues are demonstrated.
DEVELOPING RESILIENCE AND CONFIDENCE
Students who demonstrate resilience can recover from adverse situations and this can support them in achieving goals. However, the concept of resilience is problematic because resilience is relational. Essentially, this means that a person’s ability to be resilient is influenced by their relationships with others. Students are more likely to demonstrate greater resilience if they have access to social support networks that can offer emotional and practical support during challenging times. Access to supportive teachers, peers, family and community support can enable individuals to be resilient during times when they experience adversity. In addition, resilience is also contextual. Resilience varies from one context to another. It is therefore possible to demonstrate greater resilience in some contexts than it is in others.
The same also applies to confidence. An individual’s confidence can vary across social, academic and other domains and it can vary between different contexts. It is also influenced by one’s self worth and
