• The study has revealed a complex structure of ideas about character and society,
within which individual students held differing views. For example, having a
sense of your own responsibility for your own character (p48, p112—Q45) must
be distinguished from having a sense that you have good character traits (p34).
• These students have a positive self-image in contrast with the negative, self-
centred image often presented by the Media (p34).
• Most students do not engage in their local community (p34) but a majority said
they would vote if they could (p34, 43).
• Many students expressed distrust of politicians and society (p79, p122—Q9d, 9e),
although more said they trusted people around them: teachers, neighbours and
even the police (p45-6, p75, p77, p122—Q9abc).
• Most students stated that they were happy most of the time, though more students
said that there was little to be optimistic about (p54-55).
• A large majority of students, especially black and Asian, expressed high academic
aspirations (p67).
• Many students expressed an interest in character development and identified
school as a place that could do more to develop character (p78-79).
• While the majority of students enjoy school life they are concerned about issues
such as dishonesty and lack of sharing (p81).
• There were some noticeable differences between views expressed by boys and
girls, by members of different ethnic or religious groups, by those whose parents
had different levels of education, by only children and by those with siblings
(p83-88).
• Girls and Muslim students were more likely to agree with the importance of
tolerance, courtesy, justice, loyalty, trust and honesty. Caribbean students, those
of mixed ethnic background and only children were less likely to agree (p84-5).
• Girls were more likely to agree with the importance of following rules and norms
generally positive responses. Only children, Caribbean students and those of
mixed ethnic background tended to be less positive (p85).
• More white and black students, those of mixed ethnicity and single children in a
family were negative about their happiness, their ability to trust, their experience
of fairness, and their pride in their locality and nationality (p83-88).
• The Muslim student responses indicated that they placed a high value on religion
both as an identity marker and as a moral compass. In many respects the
responses of students claiming to be members of the Church of England strongly
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