The impact of values-based education in a primary school setting : a case study

This study explores the impact of values-based education (VBE) in a primary school setting. It examines the nature of VBE, the aspects of school life it influences, and the experiences of children, parents, teachers, senior leaders, and governors. The study focuses on how values-based education is experienced by different stakeholder groups within a school, and how it influences school experience, wellbeing, relationships, leadership, family dynamics, and participants’ thinking about the future. To investigate these areas, a qualitative, exploratory, explanatory, interpretative, and evaluative case study was conducted in an established VBE primary school in the UK. Data were collected through interviews and documentary analysis, further enriched with some insights from contextual familiarisation. A total of 42 participants took part in 30 interviews, including children, parents, teachers, senior leaders, and governors. Braun and Clarke’s (2006) thematic analysis framework was used to analyse data, and findings were presented as the distinct voices of three stakeholder groups: children, parents and governors, and staff (including teaching staff and senior leadership). The findings strongly suggest that values-based education has a positive impact on many aspects of school experience for children, their families and staff. A key contribution to knowledge was the finding that teachers were among the primary beneficiaries of VBE, alongside children. In addition, VBE was found to be particularly powerful for children from disadvantaged backgrounds or challenging family situations. Among other things, VBE was found to have a positive impact across three levels: first, on the child as a student in a VBE school; second, on their parent or parents; and third, on their siblings, even if those siblings did not attend the VBE school. The study also found that VBE fostered a positive atmosphere and strong relationships among all stakeholders. This relational dimension, when viewed alongside the findings of Waldinger and Schulz’s (2023) study of adult development, supports the conclusion that VBE contributes to happiness by strengthening interpersonal connections.