Transforming Boarding Culture: A Journey Across Three Continents

by Simon Johnson

How does one not only transition into a leading boarding environment but also digest its culture and context and transform it into a thriving community of belonging? 


This question has followed me through three continents, shaping my professional journey as an educator and boarding leader. From the lush landscapes of New Zealand to the communal ethos of East Africa and the ambitious, ever-evolving environment of China, my experiences have taught me that creating a culture of belonging demands patience, adaptability, and an unwavering commitment to learning from the community you serve.I’ve learned six pivotal lessons in my tenure that I wish I had known earlier. These insights have been the cornerstone of my efforts to create inclusive, student-centred environments that honour cultural context while embracing global perspectives.


1. Immerse Yourself in the Environment

Understanding the unique dynamics of a boarding school begins with immersion. In UWC East Africa, this meant spending days trekking with students through the Maasai Mara, learning their stories, and understanding their cultural ties. In China, it involved observing the subtle interplay of Confucian values in students’ interactions. Immersing yourself lets you see what matters most to the community and lays the foundation for impactful leadership.


2. Understand Staff and Student Mindsets

Every context brings its unique set of beliefs and attitudes. In my context in New Zealand, staff prioritised pastoral care as an extension of community values, while in China, the focus often leaned toward academic achievement. Understanding these mindsets is crucial for aligning staff and students toward shared goals. It requires open dialogue, listening, and sometimes challenging long-standing assumptions to foster collaboration and cohesion.


3. Bridge Gaps Between Boarding and Academics

One of the key priorities in any boarding school is fostering harmony between residential life and academics to support student well-being and success better. At DHSZ, we recognised the importance of intentional communication and collaboration between departments. To achieve this, we implemented shared workshops where academic and boarding staff worked together to design holistic support systems tailored to students’ needs. This included a more focused approach to utilising data from our ‘teaching wing’ to better support students after hours, while also sharing insights from boarding with teaching staff throughout the week. This reciprocal exchange of information ensures a seamless network of support for our boarders, creating a more cohesive and effective system for their growth and development. Without this alignment, you cannot promote holistic growth within your boarding village. 


4. Leverage Stakeholders to Build Support Networks

Boarding success depends on robust support systems, and these can only be built by engaging all stakeholders. In my current role, I leaned on the Australian Boarding Schools Association (ABSA) for their expertise. Their training, duty-of-care workshops, and webinars provided the framework for developing policies and procedures that respect local nuances while meeting international standards. These resources, combined with input from students, staff, and parents, created a cohesive network that supports both students’ academic and personal growth. I have found that professional development catered specifically for boarding environments can be a gap in our educational industry that the ABSA, in particular, has been able to plug. 


5. Be Patient with Change

Transforming a boarding culture is not a sprint; it’s a marathon. I’ve seen how rushed changes can erode trust, while measured, inclusive approaches yield lasting results. Initiatives like introducing well-being programmes or integrating vertical farming projects into boarding spaces taught me the importance of building slowly… finding unique measures to harness students’ engagement and trust. Whether it’s trialling a new activity schedule or revising communication protocols, success often comes after failures and adjustments.


6. Learn Through Failure

Perhaps the greatest lesson I’ve learned is the value of failing forward. Alluded to above. In one instance, a well-meaning initiative to implement daily reflective journaling fell flat. Students found it tedious, and staff struggled to enforce it. But from that failure, we developed a flexible reflection programme informed by student feedback. By listening to the community and iterating on our ideas, we turned a setback into a success. This a small example, but it is a small win with lasting results as it is now common practice for students’ voices to be at the forefront of our initiatives. 


The Role of ABSA: A Guiding Framework

The Australian Boarding Schools Association has been instrumental in providing the pillars for our transformation. Their structured training programmes offered clarity and consistency as we developed policies tailored to our unique context. ABSA’s webinars introduced practical tools to address challenges, ensuring we could implement changes with confidence. The blend of global best practices and local adaptability became our guiding principle.Further to this partnership, we learned that creating a culture of belonging means weaving together the cultural fabric of the local community with the internationalism that defines many boarding schools. At its heart, this involves understanding what students and staff value, fostering spaces for connection, and committing to their growth. It’s about teaching students that belonging is not only about where they come from but also about what they contribute to the communities they join.
Final Thoughts: Advice for Future LeadersTo those stepping into a leadership role in boarding, I urge you to:Take time to observe and learn before acting.Prioritise relationships over processes.Celebrate small wins, and don’t fear failures—they often teach the most valuable lessons.As leaders, our role is to cultivate environments where students feel seen, supported, and inspired to grow. Whether navigating the communal culture of East Africa or the academically driven environment of China, the goal remains the same: to transform boarding houses into homes of belonging; Where alumni will reflect that boarding is the main memory they have of their time at school. The journey is not without challenges, but with patience, collaboration, and a willingness to learn, the impact can be profound—not only for the students but also for the communities that support them.


Recommended References:

Maslow’s Hierarchy of Needs:

  • Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50(4), 370-396.
  • Tay, L., & Diener, E. (2011). Needs and Subjective Well-Being Around the World. Journal of Personality and Social Psychology, 101(2), 354–365.
  • Lantz, B. (2021). Reimagining Maslow’s Hierarchy in the 21st Century: Applications in Education and Leadership. International Journal of Educational Development, 84, 102416.

Australian Boarding Schools Association (ABSA):

  • Australian Boarding Schools Association. (n.d.). Duty of Care Training Resources. Retrieved from https://boarding.org.au

LYIS Principal’s Blog #56:

The Value of Your Boarding Programme; Richard Stokes, CEO, ABSA

Social-Emotional Learning (SEL):

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). 

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432.

Globalisation and Education:

  • Marginson, S. (2016). Global Perspectives and Local Realities in Higher Education. Globalisation, Societies, and Education, 14(1), 21–42.

Leadership in International Boarding Schools:

  • Robertson, S. L., & Dale, R. (2015). Leadership and International Education: Intersections and Influences. Journal of Educational Leadership, 28(3), 267-284.

Simon Johnson is Assistant Head of School (Head of Boarding), Dulwich International High School Programme, Suzhou

Next week’s Principal’s Blog is written by Justin Kirby, Senior Head of Academic Pathways & Student Achievement, XCL World Academy, Singapore

LYIS is proud to partner with WildChina Education

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