Social, Emotional Well-Being and Mental Health Implications for Adolescents Transitioning to Secondary Boarding School

寄宿学校 政府(语言学) 形成性评价 心理学 心理健康 职责 应对(心理学) 社会学 公共关系 医学教育 教育学 医学 政治学 地理 精神科 语言学 哲学 考古 法学 伊斯兰教
作者
David Mander,Leanne Lester,Donna Cross
摘要

IntroductionFor boarding student, primary to secondary school transition involves coping with multiple changes simultaneously. For many this transition will incorporate their first time away from home as well as their first encounter with a secondary school environment. Not only do they have to negotiate new teachers, academic expectations and social contexts, but boarding students have to also adjust to new living conditions and duty of care arrangements that underpin operational and organisational structure of boarding schools. However, for boarding student, perhaps most challenging aspect of primary to secondary school transition is necessity to operate autonomously while dislocated from support and familiarity of family with which they previously had unlimited access. The boarding student forms a unique subgroup of adolescents given they spend formative years of their adolescence intermittently living away from their parents.Current data collection frameworks and lack of a national student identification system mean that it is difficult to extrapolate precise number of boarding students in Australia. However, an estimated 23,000 boarding students attended 172 government and non-government boarding schools nationally in 2010 (1). While some have provided a historical synthesis of Australian boarding schools, it is valuable to provide a brief synopsis of boarding schools in contemporary Australia. Boarding schools vary in length of establishment, organisational structure and size, and each has its own unique cultural and social nuances. Several studies point to distal influence of English Public School system and a tendency of some Australian boarding schools to emulate traditions of former. North American research has defined boarding schools as those institutions which have 80 to 90 per cent of overall school population living on campus in dormitory-style residential halls for duration of schooling year (2). However, boarding schools in Australia are a different type of educational institution compared to their overseas counterparts. Rather than an emphasis placed on ratio of boarding students to overall student population of a school, designation of boarding school in Australia has been argued to originate from a benevolent educational philosophy. A philosophy in Western Australia (WA) that has historically sought to enable families to overcome tyranny of vast geographical distances and sparsely populated regional areas (3).Contemporary Australian boarding schools are predominantly non-government secondary schools that have on campus residential facilities and a live-in student community for duration of school year. Of scant literature, most has been inclined to explore socio-historical aspects of Australian boarding schools and their organisational culture or saliency of social networks and friendships to boarding students. A few have examined impact of homesickness on boarding students. However, despite some investigating personality traits and academic outcomes, little attention has been given to understanding emotional and mental health of boarding students as they endeavour to cope with challenge of schooling away from home. Coping has been described as the cognitive and affective responses used by an individual to deal with problems encountered in everyday life (4). What is more, current indicators used by government departments and education systems to measure successful primary to secondary transition (e.g., academic achievement, attendance and retention rates) do not actually provide insight into social and emotional wellbeing and mental health of boarding students. Nor into lived experience or implications of transitioning to a secondary boarding school during adolescence.The World Health Organisation (WHO) defines mental health as a state of wellbeing in which individuals realise their own abilities, can cope with normal stresses of life, work productively and fruitfully, and are able to make a positive contribution to their community (5). …

科研通智能强力驱动
Strongly Powered by AbleSci AI
更新
PDF的下载单位、IP信息已删除 (2025-6-4)

科研通是完全免费的文献互助平台,具备全网最快的应助速度,最高的求助完成率。 对每一个文献求助,科研通都将尽心尽力,给求助人一个满意的交代。
实时播报
苏孖发布了新的文献求助20
刚刚
Qi完成签到 ,获得积分10
1秒前
百事可乐完成签到 ,获得积分10
3秒前
李嘉欣发布了新的文献求助10
3秒前
小万完成签到,获得积分10
4秒前
Lucas应助开灯人和关灯人采纳,获得10
4秒前
怕孤独的冰淇淋完成签到,获得积分10
5秒前
禹与于发布了新的文献求助10
6秒前
persist发布了新的文献求助10
6秒前
向上发布了新的文献求助10
7秒前
量子星尘发布了新的文献求助10
7秒前
111完成签到,获得积分10
7秒前
8秒前
Heartlark完成签到,获得积分10
10秒前
12秒前
罗拉发布了新的文献求助10
12秒前
斯文懿轩完成签到 ,获得积分10
15秒前
向上完成签到,获得积分10
15秒前
旺仔牛奶糖完成签到,获得积分10
15秒前
顾矜应助卖萌的秋田采纳,获得10
15秒前
15秒前
糊涂的不尤完成签到 ,获得积分10
16秒前
16秒前
17秒前
Zzzzzzz完成签到 ,获得积分10
18秒前
bkagyin应助火星上的百川采纳,获得10
18秒前
yexu845发布了新的文献求助150
19秒前
21秒前
爱笑晓曼给爱笑晓曼的求助进行了留言
21秒前
木木应助禹与于采纳,获得20
23秒前
风雪丽人完成签到,获得积分10
24秒前
STZHEN完成签到,获得积分10
25秒前
27秒前
忆修完成签到,获得积分10
27秒前
星辰大海应助谢琉圭采纳,获得10
28秒前
yexu845完成签到,获得积分10
29秒前
不能吃了发布了新的文献求助10
30秒前
科研通AI2S应助明天见采纳,获得10
30秒前
33秒前
35秒前
高分求助中
A new approach to the extrapolation of accelerated life test data 1000
ACSM’s Guidelines for Exercise Testing and Prescription, 12th edition 500
‘Unruly’ Children: Historical Fieldnotes and Learning Morality in a Taiwan Village (New Departures in Anthropology) 400
Indomethacinのヒトにおける経皮吸収 400
Phylogenetic study of the order Polydesmida (Myriapoda: Diplopoda) 370
基于可调谐半导体激光吸收光谱技术泄漏气体检测系统的研究 350
Robot-supported joining of reinforcement textiles with one-sided sewing heads 320
热门求助领域 (近24小时)
化学 材料科学 医学 生物 工程类 有机化学 生物化学 物理 内科学 纳米技术 计算机科学 化学工程 复合材料 遗传学 基因 物理化学 催化作用 冶金 细胞生物学 免疫学
热门帖子
关注 科研通微信公众号,转发送积分 3989378
求助须知:如何正确求助?哪些是违规求助? 3531442
关于积分的说明 11254002
捐赠科研通 3270126
什么是DOI,文献DOI怎么找? 1804887
邀请新用户注册赠送积分活动 882087
科研通“疑难数据库(出版商)”最低求助积分说明 809173