Staff and Boarders Perspectives of the Boarding Environment

Hodges, Julie, Sheffield, Jeanie and Ralph, Alan (2015) Staff and Boarders Perspectives of the Boarding Environment. Journal of Child and Family Studies, 25 4: 1045-1056. doi:10.1007/s10826-015-0287-3

Author Hodges, Julie
Sheffield, Jeanie
Ralph, Alan
Title Staff and Boarders Perspectives of the Boarding Environment
Journal name Journal of Child and Family Studies   Check publisher's open access policy
ISSN 1062-1024
Publication date 2015-09-18
Year available 2015
Sub-type Article (original research)
DOI 10.1007/s10826-015-0287-3
Open Access Status Not Open Access
Volume 25
Issue 4
Start page 1045
End page 1056
Total pages 12
Place of publication New York, United States
Publisher Springer
Collection year 2016
Language eng
Abstract This research provides support for a direct comparison between the home and boarding environments, the inference being that boarding staff who fulfil an in loco parentis role have an integral part to play in the developmental outcomes of adolescents (boarders). Research in the area of family functioning has found that adolescents tend to view the family environment more negatively than their parents and that these discrepant perceptions have been linked to both internalising and externalising disorders in adolescents. In an attempt to further clarify the influence of the parenting role of boarding staff and of the boarding environment in general, 121 staff and 415 boarders from schools in Queensland, Australia, were asked to rate the boarding environment on levels of conflict, social support and climate. It was found that boarders, like adolescents in the home environment, perceived significantly higher levels of conflict and lower levels of social support and positive climate than did staff. These findings lend further support to the conceptualisation of the boarding environment as a home away from home. The implications of these findings for boarders’ developmental outcomes are discussed.
Keyword Boarding
Boarding schools
Private schools
Adolescent perceptions
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Psychology Publications
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