When asked what their neighbours were like, and whether they got on with them, the
majority of students spoke about a lack of shared standards between neighbours. Most
students said neighbours caused high levels of friction and frustration.
When asked about the role of newspapers in their outlook, most students said that
newspapers were not to be trusted. Two students said that newspapers were just
businesses that sensationalised stories for profit, ‘most of what they write is rubbish. It’s
there to sell the paper’.
There was a high level of guardedness in the actual interviews themselves about personal
details and feelings. There was often a reluctance to expand, manifested by shrugging,
fidgeting and saying “I dunno’ a lot.
Trust appeared as a question area in the following questionnaire.
Character
The following observations are distilled from the many questions we asked about
character, see Appendix 5.
Many students had a level of aspiration in terms of getting on in life. However, when
prompted to elaborate on how they would achieve their goals ‘R: do you know how you
will get there?’ a few admitted that they did not have an idea of the practical steps they
would to need in order to achieve what they set out for themselves, ‘there’s no one to sit
down with and work it out. You are supposed to have a tick list’.
Many students stated that did not wish for help, they said that they did not want people to
interfere. A significant number of students admitted not really talking to other people
much.
This infers that they were unlikely to trust others and would rather go about their own
private activities rather than join clubs, meet with others, enjoy school trips or learn new
things and have new experiences.
Questions of character appeared throughout the following questionnaire.
7 Phase Four Questionnaire Two Analysis
Introduction
This section outlines the purpose, basic rationale and the findings from the second
questionnaire process of the research programme. In this final phase of the research, data
from phase three was employed to inform the construction of a second questionnaire. The
69 questions in this questionnaire were either new, or developments of previous questions,
providing further quantitative data for analysis. Building on accumulated data within this
case study, the questionnaire was specifically tailored for this sample of students, now in
60