Nancy Chesher says the changing face of family often means that a single parent is both nurturer and breadwinner. “And there are still only 24 hours in a day,” notes Chesher.

This is why, she says, that parents are now reaching out for help when it comes to the social welfare of their children. “There is a willingness to accept a partner now – as in the school and the community.”

Chesher is on the character education committee for the Kawartha Pine Ridge District School Board. She says as a former teacher and school administrator for 30 years, she recalls the feeling in the community many years ago when it was thought the school system was imposing values on children. “I think it was a misunderstanding. In the community at large, religion was more upfront in people’s lives then, compared to today. Even though there may have been religious underpinnings (in schools) this simply reflected the same thing in the families of the time, too,” she explains.

With ethnic diversity increasing at the same time, society began to separate religion and faith from classrooms; families took it wholly upon themselves to be responsible for building character in their children. Fast forward to today, says Chesher, with more single parents and busy lifestyles and everyone now acknowledges the need for a community effort to make character education work.

“I don’t think the idea of character education will fly if it is only taken on by the schools. There must be a concerted effort by the community – whether that’s soccer coaches or Brownies, similar things need to be reinforced.”

Chesher recalls examples of character building when she was in the school system, which often involved extra-curricular activities for students. “Any place where kids and adults made a common commitment, there was character shaping going on. It was learning that far exceeded what was going on in a classroom. So this is nothing new, but it’s new in terms of the concerted focus and the greater need to forge partnerships. We’re a much more diverse cultural mix than we were 30 years ago, so it is good to establish a common base for kids,” says Chesher.

When asked what she could do, personally, to further character education in the community, Chesher says she absolutely has a role, just like anyone else. “On a personal level it might involve interaction with kids across the street, such as pitching a ball with them. Maybe in a more formal setting it involves working with other groups to address this issue specifically,” she says.

Knowing when we are successful with character education is difficult, but not impossible, says Chesher. Although it may not be directly measurable, it should still be apparent “by the different feel and tone of the school and of the community,” she says.

Chesher recalls a trip to New Zealand in 1984. At the time, school districts were being given more freedom to change aspects of the education system. One district instituted a character education component in their curriculum. When she visited again 11 years later, Chesher says she was struck by the difference in tone in the schools and community.

The retired educator says her idea of character education is simply having within each student the “qualities that build a solid citizen.”

“Through modelling and making a concerted effort ourselves, we can demonstrate those skills that hopefully kids will incorporate into their lives.”

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