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The potential role of schools and teachers in the character development of young people in England: perspectives from pupils and teachers

Abstract This paper considers the potential role of schools and teachers in the character development of pupils aged 10–19. It is based largely on the views of 5207 pupils in England, drawn from 25 state schools, including five primaries. Data include document contents, interviews and surveys with pupils and their teachers. Pupil accounts suggest that formal education has not done much to develop their character, and this is especially true of secondary pupils. They do suggest that their values can be shaped by their school experiences outside the curriculum. This is in some contrast to the views of teachers who report formal activities intended to promote character development. While teachers advocate the need to be good role models, pupils do not always see such qualities in their teachers. Teachers need to reflect in their behaviour, the kind of behaviour they want to see in their pupils and in society.