Character Education

In 1998, the District’s site-based team developed a set of core values with respect to character education through surveys of parents, teachers, and students. From the survey data, the teams distilled the following principles: Respectful Dialogue; Respect for Self and Others; and Service and Kindness. These principles generated many initiatives and programs that developed these traits in our students over the following 25 years.

In 2021, the site-based team asked the question: Are these principles still relevant today? Should we consider other character traits given the technological, societal, and educational shifts over the past two decades?

To explore these questions, the site-based team studied the research on character traits and character education, discussed priorities for supporting character development, and surveyed students, faculty, and parents. After four years of study, discussion, community engagement, and reflection, the site-based team of 2023-2024 arrived at the character traits below, captioned: Creating Citizens of the World.

Dr. Tim Kaltenecker
Deputy Superintendent

Why Character Education?

Three reasons, backed by research, drive our character education initiative.

1. Character Enhances Learning

There is a body of research that shows a correlation between various character traits and academic achievement. For example, self-regulation skills, such as responsibility, perseverance, and goal-setting are linked to academic achievement (Durlak et al., 2011.) Also, character traits like curiosity, integrity, and respect create positive learning environments that promote intrinsic motivation to learn (Fredricks et al., 2004.)

In his comprehensive study of the impact of emotions on learning, Marc Brackett (2019) states:

“The research is clear: emotions determine whether academic content will be processed deeply and remembered. Linking emotion to learning ensures that students find classroom instruction relevant. It’s what supports discovering their purpose and passion, it’s what drives their persistence.”

2. Readiness for Life Beyond High School

While K-12 school systems in the 20th century focused on discrete skills for employment, the technological age of the 21st century demands that we prepare students for jobs that do not yet exist. As a result, employers are prioritizing skills like teamwork, communication, and problem-solving, which are key aspects of character education programs (The World Economic Forum 2020, 2023.) Another study showed that “...students’ capacities, beyond academic learning of knowledge and skills, are important predictors of achievement and can be essential to success in work and civic life.” (Fadel, Bialik, and Trilling, 2015.)

Furthermore, the American Psychological Association (2020) notes that character education equips students with the tools to overcome obstacles and thrive in diverse environments.

3. Wellness

There are strong links between various character traits and positive mental health. For example, traits such as gratitude, optimism, and social connection contribute to emotional well-being (Fredrickson et al., 2005.) The Centers for Disease Control and Prevention (2023) notes that character education programs that address decision-making and self-awareness reduce risky behaviors and increase healthy choices.

Additionally, Jennifer Wallace’s research, as described in her book, Never Enough (2023), suggests highlighting children’s honesty, creativity, and other positive attributes helps them grow in emotionally healthy ways.

It is for these reasons that the Byram Hills community believes developing strong character accelerates our mission to create “...productive and responsible citizens and leaders of the 21st Century.” (Byram Hills Mission Statement, Policy #0000.)

The Character Education Principles

Resources

We will continue to add resources to this page to support the character education principles in school and at home.

Challenge Success:

Jennifer Wallace:

References & Research

REFERENCES
The following references guided the study and design of the revised character education principles.

Brackett, Marc. Permission to Feel, 2019.

Challenge Success. Various articles and briefs.

Character Strong. Purposeful People.

Collaborative for Academic, Social, and Emotional Learning. Framework.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405-432.

Fadel, C., Bialik, M., and Trilling, B. Four-Dimensional Education, 2015.

Fredricks, Jennifer, Blumenfeld, Phyllis & Paris, Alison. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research.

Pope, D., and Brown, M. Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids, 2015.

World Economic Forum. These are the Top 10 Job Skills of Tomorrow, 2020.

World Economic Forum. Defining Education 4.0: A Taxonomy for the Future of Learning, January 2023.

ADDITIONAL RESEARCH
This additional research guides the implementation of the character education principles.

Bywater, T. & Sharples, J. (2012) Effective evidence-based interventions for emotional well-being: Lessons for policy and practice, Research Papers in Education, 27(4), 389–408.

Corcoran, R.P., Cheung, A.C.K., Kim, E., & Xie, C. (2018). Effective universal school based social and emotional programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research Educational Research Review, 25 (2018), pp. 56-72.

Jeynes, W. H. (2019). A meta-analysis on the relationship between character education and student achievement and behavioral outcomes. Education and Urban Society, 51 (1), 33–71.