Boarding schools : A longitudinal examination of Australian Indigenous and non-Indigenous boarders’ and non-boarders’ wellbeing
Journal article
Dillon, Anthony, Craven, Rhonda G., Guo, Jiesi, Yeung, Alexander S., Mooney, Janet, Franklin, Alicia and Brockman, Rob. (2022). Boarding schools : A longitudinal examination of Australian Indigenous and non-Indigenous boarders’ and non-boarders’ wellbeing. British Educational Research Journal. 48(4), pp. 751-770. https://doi.org/10.1002/berj.3792
Authors | Dillon, Anthony, Craven, Rhonda G., Guo, Jiesi, Yeung, Alexander S., Mooney, Janet, Franklin, Alicia and Brockman, Rob |
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Abstract | Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well-intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non-Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living in rural and remote parts of Australia where educational opportunities are limited, especially in high school. One solution to this problem has been to enrol these students in boarding schools in urban and metropolitan centres. While research on the success of boarding schools for Indigenous students is scarce, what little that does exist is not encouraging. The focus of this research was to examine the effects of boarding for Indigenous (n = 11) and non-Indigenous students’ (n = 158) wellbeing (N = 1423) in two large private boys’ schools. Participating students aged 12–18 years old completed a survey measuring wellbeing constructs on two occasions, 12 months apart. Non-Indigenous boys were generally higher in wellbeing compared with Indigenous boys. There was also evidence of improved social wellbeing beyond that of non-Indigenous boarders over time. Overall, while evidence of merit was weak, boarding schools may benefit their Indigenous students’ development in social wellbeing. |
Keywords | boarding schools; Indigenous; rural and remoteness; secondary schooling |
Year | 2022 |
Journal | British Educational Research Journal |
Journal citation | 48 (4), pp. 751-770 |
Publisher | John Wiley & Sons Ltd |
ISSN | 0141-1926 |
Digital Object Identifier (DOI) | https://doi.org/10.1002/berj.3792 |
Scopus EID | 2-s2.0-85127286071 |
Open access | Published as ‘gold’ (paid) open access |
Page range | 751-770 |
Funder | Australian Research Council (ARC) |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | 26 Mar 2022 |
Publication process dates | |
Accepted | 04 Mar 2022 |
Deposited | 30 Jun 2023 |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | LP150100679 |
https://acuresearchbank.acu.edu.au/item/8z34q/boarding-schools-a-longitudinal-examination-of-australian-indigenous-and-non-indigenous-boarders-and-non-boarders-wellbeing
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Publisher's version
OA_Dillon_2022_Boarding_schools_A_longitudinal_examination_of.pdf | |
License: CC BY-NC-ND 4.0 | |
File access level: Open |
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