Making character visible: a mixed-methods study of the Virtue Mural in early and primary classrooms

This study explored teachers’ perceptions of the Virtue Mural (VM), a classroom-based character education strategy designed to reinforce children’s daily practice of virtues through collaborative, visual art-making. Grounded in self-determination and meaning-making theories, the VM aims to promote intrinsic motivation, social-emotional learning, and moral understanding by encouraging children to identify and celebrate virtuous behaviours among peers. Six teachers working across the early years and primary education (ages 3–11) from two public schools in London implemented the VM for periods ranging from 3 weeks to 6 months. Using a mixed-methods design, data were collected through online surveys combining quantitative rating scales and open-ended qualitative reflections. Descriptive and thematic analyses were used to assess implementation and perceived usefulness and impact enhancing credibility through teacher triangulation and prolonged engagement. Teachers reported the VM as practical, enjoyable and engaging to children, and helpful for fostering kindness, cooperation, and self-confidence. Its use improved peer relationships and classroom unity. Findings suggest that the Virtue Mural provides a developmentally appropriate, low-cost, and intrinsically motivating approach for educators and educational psychologists seeking to integrate character strengths and social-emotional learning in early and primary education.