Measuring changes in pupil attitude can provide you with a picture of how effective your teaching is in terms of preparing your students to participate constructively in the world of the future. This in turn will help you plan further curricular or extra- curricular activities. For example, if you want to challenge Islamophobia or other prejudice, then having a clear idea of what students’ attitudes currently are and what difference any work has made will help you decide what to provide in the future to ‘fill any gaps’.


Measuring changes in attitude is not always an easy thing to do; it might be helpful to consider the following questions:
  1. What is an ‘attitude’ in the context of global learning?
  2. Which attitudes do we want to challenge and foster in our pupils?
  3. How can we (and when is it appropriate) make interventions, as teachers, to foster these attitudes in our pupils?
  4. How can we avoid indoctrination and not prescribe outcomes?
Values and attitudes schools may wish, and intend, students to be developing might include:
  • An open-mind
  • Confidence in themselves- their own ability to make sense of complex events and trends, and their own ability to control their immediate environment
  • Respect for their own culture, identity and society
  • Appreciation of cultures, customs, identities different from their own
  • Confidence in, and respect for, human being’s general ability to understand and to control their environment
  • Respect for the rights and interests of people in other countries
  • Respect for democratic processes both within and between countries- respect also for democratic processes within the classroom itself
  • A desire to help those who are suffering from poverty or injustice, both in their own country and overseas
  • Tolerance of uncertainty and failure; appreciation of the contradictions in their own behavior and that of other humans
  • A disposition to challenge intolerance, prejudice and discrimination


Since there are often connections between knowledge & understanding and attitudes, it may be worth looking at assessing these in tandem with each other.

For more on Assessing the Impact of Global Learning and some practical ways of doing this see: