literature review on boarding school

A thorough literature review on boarding school syndrome was conducted from published research. Additionally, a review was conducted on boarding school development and the beginning of the single-gender military boarding school.

This study focuses on the impact of boarding school on the development of students in primary and secondary schools, so the school stages are coded into three groups: primary school, junior middle school and senior high school according to the current classification standards.

Boarding and Day School Students: A Large-Scale Multilevel Investigation of Academic Outcomes Among Students and Classrooms. Boarding school is a major educational option for many students (e.g., students living in remote areas, or whose parents are working interstate or overseas, etc.).

A scarcity of literature pertaining specifically to independent boarding schools leads the author to examine child developmental theory, peer victimization in the British Army, trauma within captivity and adaptive behaviours.

In order to clarify the real effects of boarding school on students' development, this study used meta-analysis to quantify 49 (91 effect sizes) experimental or quasi-experimental studies on related topics at home and abroad.

It investigates boarding school and students’ motivation, engagement, and psychological well-being (e.g., life satisfaction, interpersonal relationships)—controlling for sociodemographic, achievement, personality, and school covariates.

Among 2,803 students (boarding n = 481; day n = 2,322) from 6 Australian high schools and controlling for background attributes and personality, we found predominant parity between boarding...

We consider attendance at boarding schools as an ‘intervention’ for remote First Nations young people, and based on our research, reading and collective observations, we propose both the intended and unintended outcomes of boarding interventions.

The literature on boarding school children echoes this, describing a split in the psyche, which leads to an ‘encapsulated self’ (Schaverian 2015), with the home identity and school identity kept compartmentalised. Margaret explained this as follows:

Although this review did not focus or touch on the underlying philosophies of boarding schools, or focus specifically on the context and experience of Aboriginal and Torres Strait Islander students, it did summarise some of the main reasons for the uptake of boarding school education in Australia.