This study examined ethical sensitivity self-evaluations of two Finnish urban schools 7th - 9th grade students (n = 249) with the Ethical Sensitivity Scale Questionnaire (ESSQ). The ESSQ is based on Narvaez operationalization of ethical sensitivity (2001): (1) Reading and expressing emotions, (2) taking the perspectives of others, (3) caring by connecting to others, (4) working with interpersonal and group differences, (5) preventing social bias, (6) generating interpretations and options and (7) identifying the consequences of actions and options. Three research questions were formulated: Are there any differences in the self-reported ethical sensitivity between (1) Lutheran non-confi rmed and confi rmed; (2) female and male; and (3) academically average and above average students? Results showed that more data (also cross-cultural) and further statistical analyses are needed to prove the usefulness of the ESSQ in practice. Results regarding the fi rst question showed that those students who have had more religious education at school, and also were confi rmed as Lutherans, self-reported higher ethical skills than their younger and non-confi rmed peers. Results regarding the second question showed clearly that female students estimated their ethical skills higher than their male peers. Results regarding the third question showed that more academically gifted students estimated their ethical skills higher than average ability students.