Boarding students' perceptions of school climate and well‐being across gender and sexual orientation

Abstract The unique residential context found within boarding schools may have important implications for students’ perceptions of school climate and, in turn, may impact their social‐emotional well‐being. However, there is limited research on the relations between school climate and boarding students social‐emotional well‐being. This study intended to address this gap by investigating relations between student perceptions of school climate (i.e., engagement, safety, and environment) and social‐emotional problems (i.e., emotional problems, conduct problems, hyperactive/inattentive symptoms, and peer problems) across gender and sexual orientation. A sample of 309 boarding students (60% female, 36% sexual minority) was surveyed. Results indicate significant negative relations between school safety and conduct problems and peer problems, and between school environment and hyperactivity/inattention. Findings also revealed differences across gender and sexual orientation among these relations. Further research is needed with larger and more diverse samples of boarding students.