The present study examined character traits and school climate as perceived by SDA high school students in Rwanda. Specifically, the study sought to identify the level of students’ character and school climate, the differences between student demographic characteristics with character traits and school climate, respectively, and the relationship between students’ character traits and school climate.

Relevant literature and prior research indicated that a significant relationship might exist between character traits of the students and the climate of their school. Spiritual environment is also another factor shown in the review of literature to contribute to the values formation of students.

The sample consisted of 378 high school students attending grades three though six from nine Seventh-day Adventist high schools. The study analyzed the students’ response to the Survey of Behavioral Characteristics of the Student instrument (SBCS), School Climate Survey (SCS) and the two open-ended questions about school activities which enhance students’ spiritual growth.

Findings revealed students’ perceptions of their character traits and school climate to be generally neither positive nor negative. Their character traits were found to be positive in the area of “patriotism/citizenship,” “self-control/discipline” and “charity/generosity.” The school climate was found to be positive in the area of “student-peer relationship,” and “student academic achievement.” Significant differences were found in students’ perceptions of their school climate in terms of all demographic variables, except in “age of student,” and in “people living with student” variables. Significant differences were also found by school type on both character and climate of school. The study indicated a significant positive, but weak relationship between character traits and school climate.

Recommendations include the institutionalization of character education program in all SDA high schools in Rwanda to improve the character of students and the training of teachers and school administrators on how to integrate character formation in every subject taught in the school and in extra-curricular activities. In addition, the services of a counseling center with trained counselors are to be given special attention for student character formation in post-genocide Rwanda schools.