Abstract

School moral atmosphere refers to the norms and values shaped by interactions among teachers, students, and the school environment, influencing students’ moral development. This study examines its evolution in rural Chinese schools through moral memory. Based on interviews with individuals educated at S Elementary School—born in the 1970s, 1990s, and 2010s—we apply a bi-factor model emphasizing justice and care to trace generational changes in school moral norms and relationships. Findings reveal a shift from traditional values rooted in simplicity, community ethics, and teacher authority toward modern norms emphasizing individual rights and institutional structures. Earlier generations experienced stronger justice and emotional care, while recent students face challenges like weakened teacher-student bonds and utilitarian attitudes toward education. To rebuild moral atmosphere, schools should engage with students’ lived experiences, support teachers’ ethical development, and integrate formal and informal moral education. This study contributes to understanding how school moral climates adapt to social and institutional changes, emphasizing the need for a balanced environment rooted in both justice and care.

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