Towards an assessment of the relationships between the residential environment and the social progress of secondary school boys

Abstract

This thesis provides an initial analysis of possible relationships between the social progress of secondary school boys and their residential environment. Key factors in the physical environment are identified using a specially developed questionnaire and these are further explored following discussions in the group meetings. Techniques are developed for monitoring social progress under the two headings of independence and caring, and the monitoring process is carried out over a four term period. Analysis of these observations leads to a hypothesis that the physical environment does influence social development in normal secondary school boys, and it further suggests that the social environment is a major factor in this development. The research leads to positive action to improve a relatively poor part of the school's physical environment, and suggestions are made as to how the social environment in boarding schools may be further enhanced.