Abstract
This paper presents some of the findings from a survey of 13,000 15-year old pupils in five European countries. The young people were faced with a number of realistic situations in the form of vignettes, intended to elicit the principles of justice to be applied in different domains, and also asked more directly about fairness both within and beyond school, and their family and educational experiences. The pupils’ background, the nature and intake to their schools, and their reported experiences at school, are here used in regression models to try and help explain how pupils learn to trust others, to allow extra assistance for the most disadvantaged, and what they aspire to in later life. The findings are somewhat different for each outcome, but in general pupil background plays a role. More importantly for policy perhaps, there is a small peer effect. Most importantly, pupils’ experiences at school are the key to explaining most of the observed variation. In general, those treated with respect by other pupils and teachers were more likely to report trusting others, being prepared to help others, and confidence in their futures. In a sense these findings are predictable, but their practical implications, if accepted, would be considerable.
Highlights
A key objective of education development is to increase participation and achievement among school students, especially those facing disadvantage in terms of language, poverty, ability and special needs
We add to knowledge in this area by looking at the impact of schools and student experience on how students might develop the civic ‘values’ of fairness, aspiration, and trust
Stephen Gorard & Emma Smith ndings for school policies, and the behaviour of teachers. This project looks at schools as organised societies and the part they play in creating among students a sense of justice and what is to be valued
Summary
A key objective of education development is to increase participation and achievement among school students, especially those facing disadvantage in terms of language, poverty, ability and special needs Another is to enhance their enjoyment of learning and their preparation for citizenship. Stephen Gorard & Emma Smith ndings for school policies, and the behaviour of teachers This project looks at schools as organised societies and the part they play in creating among students a sense of justice and what is to be valued. More research is needed on the e ectiveness of school reforms in tackling educational and social exclusion We considered it essential for the bene t of policy-makers and practitioners that we ask students and listen to their own accounts of school and wider experiences. Students have clear and coherent opinions, are willing to express them given a chance, and appear to be responsible commentators on a process of education that they are intimately involved in (Smith & Gorard, 2006)
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