PRO SIDE

Emotional Impact: Boarding schools can sometimes lead to emotional challenges such as
homesickness, loneliness, and a feeling of isolation. The separation from family and home can be
particularly tough for some students, impacting their mental well-being.
Social Development: Living in a boarding school environment might limit exposure to diverse
social settings. Interaction with a wide range of people from different backgrounds is crucial for
holistic social development, and the controlled environment of a boarding school may not
provide this diversity.
Pressure and Stress: The intense academic environment and the pressure to excel can be
overwhelming for some students. The competition and high expectations may contribute to
stress, affecting both academic performance and mental health.
Lack of Individualized Attention: In some boarding schools, the large student population may
lead to a lack of individualized attention. Students might struggle academically or emotionally
without the personalized support they could receive in a smaller, day-school setting.
Limited Family Bonding: Boarding schools often result in limited time for family bonding. The
absence of daily interactions with parents and siblings may impact the family dynamic and the
nurturing support that home environments typically provide.
Identity Formation: Living in a boarding school might hinder the development of a strong sense
of identity. The constant influence of the school environment may overshadow individuality,
potentially impacting a student's ability to explore and understand their own values and beliefs.
Inadequate Emotional Support: Boarding schools, due to their structured nature, might lack the
emotional support systems found in a typical family setting. The absence of immediate family
members during times of emotional distress could lead to unresolved emotional issues for some
students.
Cultural Disconnect: For students from diverse cultural backgrounds, boarding schools might not
adequately cater to their cultural needs. The environment may not fully understand or appreciate
cultural nuances, making it challenging for some students to maintain a strong connection to
their roots.
Limited Life Skills Development: While boarding schools promote independence, some argue
that they might not sufficiently prepare students for practical life skills, such as managing
finances, cooking, and dealing with everyday challenges. These skills are often learned through
day-to-day interactions in a family setting.
Risk of Bullying and Peer Pressure: The close-knit environment of boarding schools may expose
students to a higher risk of bullying or peer pressure. The constant presence of peers and limited
privacy could contribute to a more challenging social dynamic, impacting a student's mental and
emotional well-being.
 PRO SIDE QUESTIONS WE CAN ASK #1
1. Individual Well-Being:
Question: How do you reconcile the pursuit of academic excellence with the potential
emotional strain and stress students face in a boarding school environment?
2. Diversity and Socialization:
Question: Given the confined nature of boarding schools, how can you justify that
students experience the same level of cultural and socio-economic diversity as they
would in day schools?
3. Privacy and Personal Development:
Question: How do you address concerns about the impact of limited privacy on a
student's ability to develop their individual identity and navigate personal challenges?
4. Adaptation Challenges:
Question: Boarding schools often enforce strict rules and routines. How can you dismiss
concerns about students struggling to adapt when the environment significantly differs
from their prior experiences?
5. Bullying and Peer Pressure:
Question: In the close-knit setting of boarding schools, how do you contend with the
heightened risk of bullying and peer pressure, and what measures are in place to address
these concerns?
6. Strain on Family Bonds:
Question: Considering the potential strain on family bonds due to extended separation,
how can you argue that this doesn't compromise the crucial support system that a family
provides?
7. Identity Formation:
Question: Boarding schools often enforce a structured environment. How can you assure
that this doesn't overshadow students' individuality and hinder their exploration of
personal values and beliefs?
8. how can boarding schools justify that the character development and academic
achievements realized within their confines genuinely surpass what could be achieved in
alternative educational settings, where students might encounter a broader spectrum of
perspectives and face challenges that better prepare them for the complexities of the real
world?
9. Alternative Approaches:
Question: Given the potential harms discussed, why should we not prioritize alternative
educational approaches that achieve academic success without the accompanying
emotional and social risks?
10. Isolation and Personal Growth:
Question: Given the potential for isolation in boarding schools, how can you ensure that
students develop the necessary social skills and emotional intelligence that come from
navigating a more diverse and socially dynamic environment?
11. Long-Term Impact on Mental Health:
 Question: While resilience is often cited as a benefit, how can you address concerns about
the long-term impact on students' mental health, especially considering the rising
awareness of mental health challenges among young people?
12. Alternatives to Academic Pressure:
Question: If the aim is to create an environment conducive to academic success, how do
you respond to concerns that the intense academic pressure in boarding schools may
hinder creativity and a more holistic understanding of knowledge?
13. Boarding School vs. Real World Transition:
Question: How does the highly structured environment of boarding schools prepare
students for the transition to the less-controlled realities of higher education and the
workforce, where adaptability and independent decision-making are crucial?
14. Financial Strain on Families:
Question: Considering the often substantial cost of boarding school education, how can
you justify the financial strain placed on families, especially when alternative educational
options might provide similar or better outcomes without the associated costs?
15. Societal Integration:
Question: How do boarding schools contribute to the broader societal goals of fostering
diverse and inclusive communities, and what measures are in place to ensure that students
develop a sense of responsibility and empathy towards different societal perspectives?
16. Cultural Identity Preservation:
Question: In a boarding school setting, where there is a blending of cultures, how do you
ensure that students maintain a strong connection to their cultural identity and heritage,
and how might this impact their sense of self?
17. Parental Involvement:
Question: How do boarding schools ensure meaningful parental involvement in a child's
education, especially given the physical separation, and how does this compare to the
active participation parents might have in day schools?

CON SIDE QUESTIONS #1

1. Academic Rigor: How do you address the argument that boarding schools often provide a
more academically rigorous environment, preparing students better for future challenges?
2. Independence and Responsibility: Given that independence is a key aspect of boarding
school life, how do you respond to the idea that this prepares students for real-world
responsibilities?
3. Camaraderie and Networking: Boarding schools are often praised for fostering strong
friendships and networks. How would you counter the argument that these social
connections can be beneficial in the long run?
4. Extracurricular Opportunities: Boarding schools often offer extensive extracurricular
activities. How do you respond to the notion that these activities contribute to a well-
rounded education and personal development?
5. Success Stories: Can you address the success stories of individuals who credit their
achievements to the discipline and structure they gained in boarding school?
6. Cultural Exposure: How would you respond to the idea that boarding schools expose
students to a more diverse cultural environment, broadening their perspectives?
7. Preparation for Adulthood: Boarding schools claim to prepare students for adulthood.
How do you counter the argument that the challenges faced in a boarding school
environment mirror the challenges of adult life?
ANSWER TO CONS #1
Academic Rigor:
While academic rigor is beneficial, it's crucial to consider the potential negative impact on
students' mental health. Excessive pressure and high expectations can lead to stress and
burnout, affecting overall well-being.
Independence and Responsibility
Independence is vital, no doubt. However, we should question whether the level of
independence provided in boarding schools is balanced. Some argue it might be too intense,
potentially hindering emotional and social development.
Camaraderie and Networking:
Boarding schools do foster strong bonds, but the closeness can also lead to intense peer
pressure and limited exposure to diverse perspectives. It's important to weigh the benefits
against the potential negatives.
Extracurricular Opportunities:
While extracurriculars are valuable, we should examine whether the pressure to excel in
various areas might lead to over-scheduled and stressed students, impacting their mental and
physical health.

Success Stories:
Success stories are compelling, but they may not represent the majority. It's essential to look
at the broader picture and consider the well-being of all students in the boarding school
environment.
Cultural Exposure:
Cultural exposure is beneficial, but it should be done in a way that respects and values each
student's unique background. Boarding schools might unintentionally neglect cultural
sensitivity, leading to a potential disconnect.
Preparation for Adulthood:
While preparing for adulthood is a key goal, the question is whether the challenges faced in a
boarding school setting truly mimic the challenges of diverse adult life. We need to ensure
students are equipped with a well-rounded set of skills and experiences.
Academic Rigor:
Point: While academic rigor is crucial, it's important to note that excessive academic pressure
can have adverse effects. According to a study by the National Education Association, high-
stress levels among students can lead to burnout and negatively impact mental health.
Independence and Responsibility:
Point: Independence is a valuable skill, but a study published in the Journal of Youth and
Adolescence suggests that an overly independent environment without adequate emotional
support can lead to increased levels of anxiety and loneliness among students.
Camaraderie and Networking:
Point: Boarding schools indeed foster camaraderie, but research from the American
Psychological Association suggests that close-knit environments may also contribute to
higher instances of peer pressure. Striking a balance between friendships and individual
growth is crucial.
Extracurricular Opportunities:
Point: While extracurricular activities are beneficial, a report by the Child Mind Institute
highlights that over-scheduling students with multiple activities can lead to heightened stress
levels. Striking a balance between academic and non-academic commitments is essential.
Success Stories:
Point: Success stories are inspiring, yet it's crucial to consider the overall well-being of
students. According to a survey by Mental Health America, students in high-pressure
academic environments often report higher levels of stress and anxiety, suggesting potential
mental health concerns.

Cultural Exposure:
Point: While cultural exposure is positive, data from a survey conducted by Diversity Abroad
indicates that some students in boarding schools may feel a disconnect from their cultural
roots. A balanced approach that values diversity and inclusivity is necessary.
Preparation for Adulthood:
Point: While boarding schools aim to prepare students for adulthood, a longitudinal study
published in the Journal of Educational Psychology suggests that a focus solely on academic
 achievements may not necessarily correlate with success in adult life. A more holistic
approach is needed.
CON SIDE QUESTION #2
1. Individualized Attention: How do you address the argument that boarding schools can
offer more individualized attention to students, given their smaller class sizes,
compared to many day schools?
2. Real-World Preparedness: If boarding schools aim to simulate real-world challenges,
how would you respond to the assertion that these challenges closely mirror the
competitive nature of various professional fields?
3. Global Perspective: Boarding schools often attract students from around the world,
fostering a global perspective. How do you counter the argument that exposure to
diverse cultures is a significant advantage in today's interconnected world?
4. Long-Term Success: Can you provide evidence that suggests students who attend
boarding schools face long-term negative consequences in terms of mental health or
overall success compared to those attending day schools?
5. Holistic Development: Given that many boarding schools emphasize a holistic
approach to education, combining academics with character development, how do
you argue against the idea that this approach better prepares students for a well-
rounded life?
6. Facilities and Resources: How would you respond to the claim that boarding schools
often have superior facilities and resources, providing students with a more enriching
educational experience compared to many day schools?
PROS ANSWER TO CONS #2
Individualized Attention:
Response: While smaller class sizes in boarding schools are touted for offering more
individualized attention, research from the National Center for Education Statistics indicates that
the quality of teacher-student relationships is a more influential factor in student success. Day
schools can foster strong teacher-student connections through innovative teaching methods, one-
on-one interactions, and personalized support, creating an environment conducive to academic
growth.

Real-World Preparedness:
Response: The emphasis on real-world preparedness is important. However, the World Economic
Forum highlights that the future workforce requires adaptability and creativity more than intense
competitiveness. Day schools, with a focus on project-based learning, critical thinking, and
collaboration, can effectively cultivate these essential skills. Simulating a positive and dynamic
real-world environment doesn't necessarily demand the high-pressure atmosphere often
associated with boarding schools.
Global Perspective:
Response: Boarding schools, attracting a diverse student body, indeed offer a global perspective.
However, day schools can create a similar effect through international programs, exchange
initiatives, and inclusive curricula that celebrate diversity. Research from the Council of Chief
State School Officers suggests that diverse classrooms, irrespective of the school type, play a
vital role in fostering cultural competence and a global outlook among students.
Long-Term Success:
Response: Long-term success is a complex interplay of various factors. A comprehensive study
published in the Journal of Applied School Psychology emphasizes that success is influenced by
individual aptitude, family support, and personal motivation. Attributing success solely to the
type of school attended oversimplifies a multifaceted reality. Day schools, with a focus on
individualized guidance and supportive communities, have been proven to contribute
significantly to long-term success.
Holistic Development:
Response: Holistic development is undoubtedly crucial for a well-rounded individual. The
American Psychological Association recognizes the profound impact of a positive and nurturing
home environment on a child's holistic development. While boarding schools aim for holistic
growth, it's essential to question whether they can truly replace the familial support, guidance,
and emotional security that day schools, embedded in local communities, inherently provide.
Facilities and Resources:
Response: Superior facilities and resources are advantageous in enhancing the learning
experience. However, a study by the National Bureau of Economic Research emphasizes that the
quality of teaching surpasses the impact of infrastructure on student outcomes. Day schools, with
well-trained educators and modern resources, can provide an equally enriching educational
experience, emphasizing the pivotal role of effective teaching in student success.
INFORMATION: (ACCORDING TO BRIGHTON THERAPY PARTNERSHIP)
The lasting effects of early boarding is a hidden trauma. A young child sent away from home to
live with strangers, and in the process loses their attachment figures and their home. They’re
exposed to prolonged separation. They may experience bullying and loss. This combination leads
to unbearable emotional stress. A young child does not have the mental capacity for creating a
coherent narrative out of these events on their own, as they are unable to process it. This trauma
may become embodied, leading to conversion physiological symptoms and a large number of
psychological symptoms.
The term ‘homesickness’ does not do justice to the depth of losses to which the boarding school
child is subjected. The broken attachments of the first days in boarding school amount to a
significant, but unrecognised form of bereavement and the child must learn to live without love.
For the child, their losses are minimised and glossed over as insignificant. This contributes to the
hidden aspect of the trauma. The term ‘homesickness’ encompasses a complex systems of
unprocessed grief and many children are emotionally wounded (traumatised), exiled (homeless)
and bereaved (grieving). Suddenly, children are abandoned and have to adapt to the abrupt and
irrevocable loss of the childhood state. Children lose their role – their sense of themselves as
people who belong in a family group and have to prematurely appear grown up. It is not
uncommon for the repressed distress to come out in symptoms such as bed wetting and vomiting
as tears are not permitted.

The child may feel a sense of homelessness. The repeated experience of returning home as a
stranger and then leaving, just as the child has settled back in, builds a psychological pattern – an
expectation of being left which is often unconsciously active in later life. These patterns of
disrupted attachments are often replayed within a long-term partnership. This can also cause a
psychological split between the boarding school self and the home self.

If the child is unhappy but is given the message that the school is good for her and a privilege,
then they feel they have no right to complain and can lead the child to doubt her or his own
perception. Although the child may conform, the confusion will likely remain, causing a second
psychological split between the feeling self and the thinking self.

Another loss is the dependent state of childhood and thus the premature death of the child self.
This can never be regained because when the child returns home she or he is inevitably changed,
no longer trusting but watchful and alert for rejection. Once a child realises her parents are not
returning, an encapsulation of self occurs and a protective shell is formed. Deep within the
armoured self is the hidden vulnerable child who trusts no one. Overwhelmed with many
physical manifestations of grief, something has to happen psychologically for the child to
survive, and children have to learn to live cut off from their internal emotional turmoil.

The child is captive, living in a situation not of his own choosing and which he is helpless to
change and thus is undergoing another hidden trauma. Living without traditional family markers
of the passing of time, such as birthdays, means that when an ex-boarder tells his tale it may lack
narrative flow.

In the case of imprisonment, there is an absence of loving relationships. There is also no one with
whom she feels she can be appropriately angry. Without the outlet for expression, the child may
turn that anger inwards. An unconscious form of splitting may occur, whereby in order to keep
the parents happy, the child has to do violence to his own psyche.
Ex-boarders often seek therapy for general depression, relationship difficulties, and a sense of
emotional numbness, which may manifest from not living their own lives. Even experienced
therapists may miss the depth of the wound inflicted by broken attachments and the emotional
neglect suffered when the child is sent to boarding school. As a result of society, the ex-boarder
themselves may have the view that boarding school is a privilege.

As children, ex-boarders were unable to tell their parents of their suffering and thus as adults
they may disregard their own suffering. This may replay in therapy as they may not expect the
therapist to take their story seriously. They may recount it, omitting the emotional impact and
gloss over their suffering with a well-rehearsed joke. It can often be difficult for the adult to
recognise that the treatment they received was wrong, as a child usually assumes her experience
to be the norm, especially when it is shared with others who are in similar circumstances.

The ex-boarder may appear socially confident, but may have a deep and permanent lack of trust
in loving relationships as a lasting repercussion to the repetition of loss. It can replay in adult
relationships, and manifests in anticipation of rejection and fear of abandonment by later
attachment figures. This may lead to emotional withdrawal and as an adult they may, against
their own desires and emotional needs, prematurely cut off from intimate relationships. This may
replay as psychotherapy becomes important, and it may lead to sudden termination of the
therapeutic relationship when the rage associated with dependency begins to surface.
With ex-boarders, the breaks in psychotherapy have little impact at first. The regular pattern of
school holidays followed by the return to school arms the ex-boarder with a mechanism for
coping with disrupted attachments. However, after a few breaks, they may need to stop,
believing they are better working things out alone as dependency seems too much.

Boarding school may also lead to sibling groups. The bonding in sibling groups compensates for
the loss of family and the significance of the sibling group continues into adult life as a sense of
belonging is maintained. The powerlessness that children at first experience in relation to the
rules may create a sibling bond and may also produce people who conform. This prepares them
well to follow a career in the military, law or some highly formalised institution.

Female ex-boarders have an ability to get on with people of all classes and help others feel at
ease. However, as their suffering is masked, the therapist may have to resist reciprocating the
friendliness in order to take seriously the perceived suffering hidden behind the social
presentation. Women may also show up symptoms of shame, as they were often punished with
shame and humiliation as opposed to the physical beatings in many boys schools.
The armoured personality and encapsulated emotional self becomes a way of being and
influences the way ex-boarders may interact as adults. As a child, the ex-boarder splits off parts
of his vulnerable self in order to survive, and the adult may show signs of amnesia and an
inability to get in touch with their feelings. Ex-boarders may show symptoms of dissociation and
it may manifest as a sense of feeling permanently distant from the world which is a recognised
symptom of PTSD. Therefore an approach that attends to bodily symptoms and links the person
to their body experiences may help. The ex-boarder may need to learn that it is safe to have
feelings. The moments of meeting may be the strongest therapeutic factors in working with
Boarding School Survivors.
INFORMATION: ( ACCORDING TO STUDY OF School of Education/School of
Psychology, University of New South Wales
Department of Educational Studies
The Future Project, The King’s School, ANDREW J MARTIN ETAL)
There is also research showing there is not a major difference in educational outcomes when
comparing boarding and day school students. As noted above, Martin et al. (2014) conducted a
large-scale Australian study and found relatively few differences (with small effect sizes) in
academic wellbeing (e.g., domain-general academic motivation and engagement) when
comparing boarding and day students in the same school.