Thesis
Wellbeing of Australian Boarders: Student, Staff and Parent Perspectives.
Southern Cross University
Doctor of Philosophy (PhD), Southern Cross University
2024
DOI:
https://doi.org/10.25918/thesis.401
Metrics
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Abstract
Boarding schools have been part of the Australian educational landscape since formal schooling has existed. Available enrolment data indicates that boarding continues to serve the needs of a considerable population of students from regional, remote and metropolitan areas of Australia, along with others from overseas. Living away from home in a boarding school setting has significant implications for student wellbeing (Hawkes, 2010) and extensive duty of care implications for boarding staff (Hodges, 2012). Yet little is known about how students, staff and parents perceive wellbeing in boarding school contexts. This study addresses this well-documented knowledge gap (see Hodges, 2012; Hodges, Sheffield & Ralph, 2013; Mander & Hasking, 2020; Mander & Lester, 2017, 2019; Papworth, 2014; White, 2004). The study is timely and significant given ongoing concerns about the mental health of young people, the roles that schools increasingly play in supporting this and findings from the Australian Royal Commission into Institutional Responses to Child Sexual Abuse, which revealed that, historically, boarding school environments carry a significantly higher risk of child abuse (Parkinson & Cashmore, 2017).
Informed by Bronfenbrenner’s bioecological theory, this qualitative study investigates how student wellbeing is understood and experienced in boarding school contexts. Specifically, it draws on the views of boarders (n = 142), staff (n = 33) and parents (n = 32) in 18 boarding schools across four Australian states to explore how wellbeing is conceptualised in boarding school contexts, including enablers and barriers. The analysis identifies convergent and divergent perspectives on wellbeing and considers how the views of all stakeholders might contribute to improved policy and practice in boarding school settings.
The study found that boarder wellbeing is closely linked to experiences of ‘relating’, ‘being’ and ‘having’. Various associated practices were identified as enabling or constraining a respectful and inclusive boarding culture, which in turn was perceived as central to the wellbeing of students. From a bioecological perspective, such findings draw attention to the importance of belonging (relationships, places and spaces), autonomy (routines, flexibility and choice); recognition (engagement, identity and self-awareness); transition (induction and mentoring); and safety (policies and procedures). The study identified several implications and recommendations for improving policy and practice around the wellbeing of young people in boarding school environments.
Details
- Title
- Wellbeing of Australian Boarders: Student, Staff and Parent Perspectives.
- Creators
- Anthony Edward Watt
- Contributors
- Anne Graham AO (Supervisor) - Southern Cross UniversityAntonia Canosa (Supervisor) - Southern Cross UniversityRaoul Adam (Advisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Doctor of Philosophy (PhD)
- Theses
- Doctor of Philosophy (PhD), Southern Cross University
- Publisher
- Southern Cross University
- Number of pages
- xiv, 227
- Identifiers
- 991013220613302368
- Copyright
- © Anthony E Watt 2024
- Academic Unit
- Centre for Children and Young People; Faculty of Health
- Resource Type
- Thesis