HOW THE BOARDING SCHOOL ENVIRONMENT GIVES STUDENTS A HEAD START IN LIFE, AND HOW SCHOOLS CAN CAPITALISE ON THIS TO HELP YOUNG PEOPLE PREPARE FOR SUCCESS.

Boarding schools are often quick to celebrate basic life skills as a healthy preparation for survival at University and beyond; the ‘stepping stone’ to the next level is often crudely boiled down to time and material goods management. And yet those of us who commit their working lives to the development of children in boarding schools know that it is a far more subtle work at play which allows children to develop those skills necessary in life – of which ‘independence’ is just one.

There is no doubting the fact that life in a big community means children have to quickly develop strategies to flourish – working as a team, problem solving alone, managing emotions, organisation of their personal lives – all whilst navigating the tumultuous teenage years. At times children have to fight for the attention they so crave and successful boarding schools make this their priority and those schools are the ones who do really give pupils a head start in life. Those who prioritise adult interaction, replicate the very best of home life and routines and gradually allow children to develop the one key skill which serves them both at school and in future life: fortitude.

Schools often talk of resilience – the buzz word of boarding education. But for me, resilience is too physical and too visceral; metals and plastics are resilient but only humans can show fortitude. Fortitude is often used as the strength shown in adversity or pain but need not be. For me, fortitude is simply mental strength to manage the ups and downs of life and is a quality often evident in children who have flourished in a boarding school environment.

All schools are places of learning and all schools could help develop fortitude in young people, so what is the difference in a boarding education? It’s one where children often have to

develop those skills themselves at an earlier age and have to work more closely with one another to achieve outcomes knowing that a parental figure is not necessarily there to pick up the pieces. I reflect on a recent visit to a small primary school where the very austere Headmistress asked that parents ‘do not put your child’s coat on the peg’ and ‘do not put their lunchbox away’ – skills she insisted a 4-year old learnt to do themselves. She alluded to the learnt helplessness of children when well-meaning parents do too much for them. And whilst this of course is a practical measure, what she was also referring too was parents who do to much emotional thinking for children. There is a fine line between care and guidance and overmanagement of children and the beauty of a boarding school education is that that line is not blurred. Whilst staff in boarding schools care deeply about their charges, treat them as their own and form lifelong bonds – they are not, and will not be their parents – and therefore that healthy separation means that children have to develop their own fortitude of character within a school setting – shaped by staff guidance but without the same level of emotional attachment as a parent.

This all may sound rather brutal and critical of modern-day parenting when in fact, the polar opposite is true. Boarding education provides that framework for children to develop their own skills, talents, emotional journeys and fortitude with staff who are experienced, consummate professionals who have had thousands of children in their care. It’s not outsourcing parenting, it’s not discharging responsibility – it is investing in professionals to help shape and guide children to be able to stand on their own two feet. Schools should collaborate with others who are experts in their field to give students the skills they need for success in life. For example, at Sedbergh School, we are offering the Ivy House Award to our Sixth Form pupils – The Award develops leadership and life skills, giving students the knowledge, skills and confidence they need to step up and take ownership of their future.

It is more about character development than practical skills and more about problem-solving than solution-finding and when schools can admit this is their focus, then all will be able to understand why, for the right child, a boarding education is unparalleled.