A negative boarding school experience through the lens of therapists

Background: Over the past 15 years the psychological impact of attending boarding school has become an area for discussion and research within the UK therapeutic community. Individuals’ experience of boarding school can vary enormously. Questions of academic motivation, engagement and psychological wellbeing (Martin et al., 2014), adult attachment and resilience (Kucerova, 2016), attachment and trauma (Duffell, 2000; Duffell & Basset 2016; Schaverien, 2011) and the experiences of gay ex-boarders (Gottlieb, 2005) have all been addressed in the research literature. However, there appears to be a paucity of empirical data on individuals’ experience of struggling at boarding school, particularly when the question is considered from the therapist’s perspective.

Objective: The objective of this study is to investigate therapists’ perceptions of clients who have had a negative boarding school experience. It aims to offer insight and understanding from experienced practitioners with knowledge of this area and contribute to the growing empirical literature on the boarding school experience.

Method: A qualitative design was used within this study. Semi-structured interviews were conducted with nine UK-based psychotherapists who had worked with clients who had struggled with a negative boarding school experience. Data from the interviews was then assessed using thematic analysis.

Analysis: Four themes and 12 corresponding sub-themes emerged from the data. These were: (1) “There is complexity to their experience”; (2) Being kept at an arm’s length; (3) Difficult-to-reach clients; (4) “Privileged but emotionally starved”: A group of clients who warrant attention.

Conclusion: The research captured therapists’ perspectives on clients who had had a negative boarding school experience. It adds a therapeutic perspective to the growing wealth of empirical data on the subject. The results suggested that the complexity of a negative boarding school experience requires a level of specialist knowledge to resolve. Analysis also suggested that individuals experiencing distress might struggle to seek out therapy and that they might require multifaceted support. Perceptions of privilege within society appeared to put up further barriers to individuals accessing support. Arguably, the numbers of those seeking support will continue to grow despite the modernisations of these educational institutions. In summary, the findings suggest further awareness of the negative boarding school experience is needed within both the therapeutic community and wider public.