subject: How are boarding school communities structured? [print this page] How are boarding school communities structured?
Parents choose boarding school for their children's education for any number of reasons. Often the decision is governed by whether they themselves had a positive experience of boarding school, or perhaps if a child's siblings or friends already attend the school. Many parents like the routine and discipline that boarding schools instil and in many cases, the smaller class sizes and more individual attention their child receives, particularly at specialist boarding schools.
Children of course, may not always instantly recognise the benefits and advantages that their parent's see and for many, boarding may be their first real experience of spending any significant time away from home. Whilst some initially enjoy the novelty factor, this often gives way to homesickness and insecurity.
Boarding school communities are carefully structured to try and make a child's time at the establishment as enjoyable and secure as possible. Many top boarding schools, such as Bromsgrove School, operate House systems, where pupils are divided into small, individual groups, where they live, eat, sleep and participate in extracurricular activities. Children often find it easier to integrate into these smaller groups and enjoy the fellowship, camaraderie and above all, security that these micro-environments provide.
House groupings also instil a sense of loyalty and pride, especially through inter-House tournaments and competitions. Pupils are often encouraged to play a part in how their own House operates and to offer ideas and suggestions for change or improvement, giving them a sense of independence.
House groups are generally governed by dedicated Housemasters and/or Mistresses, supported by a team of tutors and matrons who provide a range of support roles to the students. Pastoral care is always high on the agenda for boarding schools, with staff needing to act as teacher, mentor, counsellor and friend at any given time. Many schools also encourage older students to mentor younger ones, helping to build the bond between year groups.
Boarding facilities, although sometimes basic, are designed to mimic a home environment. Younger students may have to share rooms, whilst older ones generally have their own rooms, allowing them more privacy. Many have communal common rooms, complete with TV, radio, games console etc. and even kitchen facilities, allowing students some freedom and space to 'fend' for themselves. A wealth of evening and weekend activities are always available for students to participate in, including off site excursions, designed to both inform and entertain.
Activities that encompass the entire school are also important, allowing students to integrate with one another in an extended family atmosphere. Most dine together for main meals in the school dining hall, meet regularly for assembly or chapel services and are encouraged to participate in whole school activities. For example, Bromsgrove School operates its own Bromsgrove Badge initiative, as a precursor for lower year children who may then later wish to enrol in the Duke of Edinburg Award scheme. The Bromsgrove Badge scheme aims to foster community spirit and a willingness to help, whilst encouraging the child to take personal responsibility and develop their individual skills.
