Volume 4 - Issue 1 - DBU Journal of K-12 Educational Research - Page 18

16 teachers, many students appreciated that they were able to connect with students who have had the same experiences and struggles as them, such as bullying. Another benefit to the program mentioned was the importance of transferring learning to real-life situations. Some parents indicated the importance of having consistent character, whether at home, church, or community. One parent described it as an “eye opener,” realizing the importance of conversations with their child about the intersection of community, faith, and economics. Program Challenges and Recommendations Challenges identified included program implementation, student engagement, and family engagement. For each of these challenges, respondents identified the need for early and ongoing communication to parents, consistent training and coaching for teachers, consistent program expectations, and the need for the program to be implemented school wide. This expansion of the program to all grades and teachers would allow families to see the program as a school expectation and not a teacher expectation. Although the participants discussed challenges, 100% of participants indicated the need for schools to implement character instruction and family engagement strategies. Overall, participants agreed that the program is beneficial to be taught in public schools. Feedback indicated that character development should begin at an early age, beginning with pre-k and continuing throughout high school. Several teachers indicated “the earlier the better.” Implications The current study indicated the importance of implementing the program school-wide, creating a shared vision, prioritizing and focusing on building positive relationships, ensuring that learning connects to the real world, and involving families in the education of their children academically, socially, and behaviorally (Bradshaw, 2015; Cornelius-White, 2007; David-Ferdon et al., 2016). Schools that build trusting environments, encourage effective communication, allow for open discussions on important issues, and establish positive relationships with parents, promote an environment of student achievement and connectedness (CDC, 2019; Hawkins, Catalano, & Miller, 1992). In addition to the importance of involving families, the data confirms prior research, which indicates that making real-world connections and relevancy of learning are critical for character development programs and to give students a purpose for learning (Allemand, Steiger, & Fend, 2015; Heinrich, 2015; Konrath, 2010). The concerns mentioned by participants of this program can be addressed through a strategic approach to parent communication, teacher training, and consistent expectations. Conclusion Today’s youth deal with more negative influences than ever before, which can lead to feeling less safe, unmotivated, disengaged, and disconnected in their lives and at school. A comprehensive solution that involves all stakeholders is the best approach to ensuring safe and caring schools. Schools that provide opportunities for students and families to discuss their own values and beliefs foster positive behaviors that impact the classroom and help students to connect their life to critical thinking and choices (Cheung & Yeung, 2011; Lickona, 1996; Warnick, 2012). It is imperative for educators, policymakers, families, and the general public to take responsibility for ensuring that the academic, social, and emotional needs of children and youth are being met. It is incumbent on public educators to listen to and see the needs of their children and embrace this challenge, and for families to understand their impact and role in a child’s academic and moral education. Teaching children character and moral values, as well as helping them understand and form beliefs, are imperative to producing happy, healthy, and successful students who become contributing members of a democratic society. While the current study focused on a specific charter school district and the outcomes of the local program, the researcher hopes that the results will provide information in order to influence other charter districts regarding the need for family engagement-based character education program. Angela McDonald, EdD