Blood Brothers Model Answers
Alex Sarychkin
Teacher
Example Question
How does Russell use the character of Mickey to show the importance of education in Blood Brothers?
Write about:
• Mickey’s experience of education
• How Russell uses Mickey to show the importance of education.
No answer provided.
Model Answer
Through the character of Mickey, Willy Russell aims to highlight the plight and suffering of those who experience a poor education. Writing at a time of great economic and social divide, Russell exposes an inherent injustice at the core of British society – that the quality of life you experience is often based upon the school that you go to. Mickey is therefore used as a symbol of a failure within society and acts as a warning to audiences.
Clear focus on the question
The introduction maintains a strong and clear focus on the essay question, specifically addressing how Russell uses the character of Mickey to highlight the importance of education. Rather than simply describing Mickey, it explores what he symbolises and the role he plays within the narrative, demonstrating a thoughtful interpretation of the task.
Contextual awareness
The response shows an effective understanding of the social and historical context of Blood Brothers, referencing the economic and social divide of the time. This adds depth to the argument and demonstrates an appreciation for Russell’s broader social commentary and authorial intent.
Sophisticated expression
The introduction features mature and precise language choices. Phrases such as “the plight and suffering of those who experience a poor education”, “inherent injustice at the core of British society”, and “a symbol of a failure within society” reflect a strong grasp of analytical vocabulary and an ability to articulate complex ideas clearly and effectively.
Establishing a line of argument
By presenting Mickey as a “warning to audiences,” the introduction begins to develop a clear and purposeful line of argument. It suggests that the essay will explore the consequences of educational inequality and positions Mickey as a vehicle for social critique. This signals a structured and interpretative approach to the analysis.
No answer provided.
From the start of the play, it is clear that the majority of Mickey’s education occurs in the street. Quite often, when we see his character, he is outdoors, being left to his own devices, a condition of the fact that his mother, Mrs. Johnstone, has to work to support the family, therefore lacking the ability to stay home and monitor Mickey. When we first meet Mickey, he is playing in the street with Edward. We note his dialect, representative of his working class upbringing, in the way he speaks: ‘D’ they call y’ Eddie?’ In contrast, Edward is far more well-spoken, responding with ‘No’, suggesting he is surprised, having never heard anyone refer to him in this way at home. Later, we see Mickey involved in a violent game with his brother Sammy, who shots ‘I got ya. I shot ya And ya bloody know I did.’ The exposure to this sort of violence, even in play form, is an example of the kind of ‘education’ that Mickey receives – it is left to his brother, who has a propensity towards violence himself, to raise the brother. This also acts as a clear example of foreshadowing, as later in the play Sammy will draw Mickey into the violent world of criminality that will ultimately lead to his death by gunfire. In many ways, Russell is showing the importance, albeit negative, of education away from the classroom – we can learn much about what we eventually consider okay in our day-to-day lives, and parents must be careful about the influences their children encounter. A modern audience may see the relevance of this with respect to the impact of social media, and the exposure young people have to a variety of influences, not all positive.
Insightful analysis of setting and character
The paragraph begins by highlighting Mickey’s lack of formal education, noting how much of his learning takes place in the streets. This is a perceptive observation that connects character behaviour to social conditions — specifically, the working-class reality of his mother needing to work. It links well to Russell’s broader commentary on inequality and sets the stage for a nuanced exploration of how Mickey's environment shapes him.
Effective use of evidence and language analysis
There is strong textual evidence, including Mickey’s line ‘D’ they call y’ Eddie?’ and the contrast with Edward’s more formal speech. This moment is well interpreted: Mickey’s dialect becomes a symbol of his class and educational background. The comparison with Edward is handled effectively, reinforcing the theme of class division through language and communication.
Use of foreshadowing and structural awareness
The paragraph draws attention to the violent game with Sammy and intelligently interprets it as a form of informal and harmful education. The idea that Mickey is ‘educated’ by his older brother rather than within a structured school environment is powerful. The reference to this moment as foreshadowing is particularly successful — connecting an early scene to the play’s tragic ending shows a strong awareness of structure and authorial craft.
Thematic interpretation and contemporary relevance
The interpretation that Russell presents a negative form of education beyond the classroom is compelling. The paragraph makes an important point about how individuals learn through their environment — a point that is extended effectively to modern audiences, drawing a parallel with the influence of social media. This shows originality and the ability to connect literary ideas to wider social contexts, a highly valuable skill in essay writing.
No answer provided.
As the play progresses, we get a window into the school experiences of Mickey and the impact that this can have on a person’s life chances. Mickey attends the local ‘Secondary Modern school’, noted in the stage directions as ‘…all boredom and futility’, suggesting a sense of the useless is wrapped up in this establishment. The Teacher that appears is drawling on, barely teaching, discussing the ‘Boro Indian of the Amazon Basin’ and constantly being interrupted, the lesson eventually descending into farce when the teacher tells a student to ‘shut up’ and calls him a ‘turd’. Eventually both Mickey and Linda are removed from class. This scene exposes the poor quality of education that Mickey receives as a working class student in inner-city Liverpool. The low expectations from the teacher are clear, maintaining that Mickey ‘won’t get a job’, a sad foreshadowing of Mickey’s later struggles with employment. This sits in stark contrast to Edward, who is spoken to by his teacher about ‘Oxbridge’, showing clearly the high expectations at his school. Edward is also suspended for speaking back to his teacher, however the long-term effects are starkly different – Edward eventually makes his way to university, protected by his class and Mickey leaves school to struggle to maintain employment, and ultimately experiences issues with self-esteem. Again, Russell uses the juxtaposition between Mickey and Edward to highlight the way the working classes are punished far harder for indiscretions in the school system than their higher-class peers. Russell explores the idea that there are one set of rules for the poor and another for rich, a clear example of injustice.
Focused exploration of the education system
The paragraph remains closely tied to the essay question, examining Mickey’s school experience and how it reflects the broader inequalities in the education system. The reference to the “Secondary Modern school” and its description as “all boredom and futility” is particularly effective, capturing the sense of hopelessness and neglect that characterises Mickey’s education.
Use of stage directions and dialogue as evidence
There is an excellent use of stage directions and dialogue to support the argument. Citing the teacher’s dismissive tone, references to irrelevant topics (“Boro Indian of the Amazon Basin”), and crude language (“turd”) highlights the lack of engagement, discipline, and care in Mickey’s schooling. This adds authenticity and texture to the analysis, showing how Russell presents a chaotic and uninspiring educational environment.
Interpretation of foreshadowing and character development
The paragraph makes a powerful point by linking the teacher’s pessimistic comment—that Mickey “won’t get a job”—to Mickey’s later struggles with unemployment and identity. This is a sophisticated use of foreshadowing, showing how early institutional failure contributes to long-term damage. It deepens the essay’s argument by tracing the consequences of poor education across the whole play.
Strong contrast with edward’s experience
The juxtaposition between Mickey and Edward is clearly and effectively explored. The analysis of Edward’s teacher referencing “Oxbridge” and Edward’s eventual university success provides a vivid contrast to Mickey’s bleak trajectory. The paragraph highlights structural privilege, noting how discipline is applied differently based on class background. The statement that “there are one set of rules for the poor and another for the rich” is a direct and powerful summation of the play’s social critique.
No answer provided.
These tensions around education and class build to a crescendo towards the end of the play where we see the final example of the importance of education for Mickey. At Christmas time, Mickey and Edward are reunited, the latter having returned from university, the former having just lost his job. As they speak, the distance in their circumstances becomes clear. Edward is jubilant, remarking that university is ‘fantastic’, and that he’s been to ‘so many parties’, meeting ‘so many tremendous people.’ Mickey’s curt response: ‘Good’, exposes his resentment and jealousy, as he struggles with the reality of the real world. He feels there is ‘very little to celebrate’ as he’s been ‘walking around all day, every day, lookin’ for a job.’ Again we see the long term effects of a poor education. The opportunities you have are far smaller, there is more of a sense of struggle, and even something as simple as happiness appears unobtainable. When Edward says that if he ‘couldn’t get a job I’d sod it and draw the dole’ we see the inherent privilege of those with power and wealth, that they can masquerade as poor with the safety net of knowing that there will always be a comfort they can return to. Mickey summarises the distance perfectly when he says: ‘because while no one was looking I grew up.’ The use of ‘no one’ here implies a real sense of isolation, a sad reminder that so often people like Mickey are forgotten. Russell keenly exposes the opportunities that education provides – they are more than just a piece of paper that you can show off, education has reverberations through a person’s life, long after they have left school.
Strong structural placement and thematic climax
Positioned towards the end of the essay, this paragraph serves as a climactic reflection on the themes of education and class. The phrase “build to a crescendo” is particularly apt, capturing the idea that the long-term consequences of educational inequality culminate in Mickey and Edward’s final confrontation. The paragraph ties together earlier ideas about opportunity, resentment, and class division, creating a cohesive and powerful conclusion to the analysis.
Detailed and sensitive character analysis
The paragraph offers a sensitive reading of Mickey’s emotional state. His response of “Good” is interpreted with depth, revealing resentment, bitterness, and emotional distance. This close attention to language and tone reflects strong analytical skill. The line “very little to celebrate” is used effectively to explore the idea of hopelessness and social stagnation, which reinforces how lack of opportunity stemming from poor education continues to affect Mickey’s ability to thrive.
Effective contrast with edward and social commentary
Once again, the juxtaposition with Edward is central. Edward’s privileged attitude, especially his offhand remark about “drawing the dole”, is used to highlight his naivety and insulation from hardship. This contrast is handled with sophistication, clearly showing how Russell uses the gap between the characters to expose class-based privilege. The analysis of Edward’s ability to “masquerade” as poor is especially insightful, showing an understanding of performance, security, and inherited social safety.
Excellent interpretation of key line and symbolism
The analysis of Mickey’s line “because while no one was looking I grew up” is one of the most moving and effective parts of the paragraph. The interpretation of “no one” as symbolising neglect and invisibility is emotionally resonant and thematically rich. It encapsulates the play’s critique of how society ignores the needs of the working class, particularly when it comes to education and development.
Clear articulation of russell’s message
The final lines of the paragraph draw together the authorial intent with clarity and conviction. The argument that education is more than a qualification — that it has lifelong social and emotional consequences — is a powerful summation of Russell’s message. This reflects a high-level understanding of the deeper implications of the play, moving beyond plot summary into thematic depth.
No answer provided.
Model Answer Walkthrough Video