A Study On The School Adaptability Of Grade 3-6 Children In Urban Boarding Schools

The students at boarding schools live and study in a relatively secluded environment which is mainly composed of their teachers and peer students with little timely and effective emotional support from their parents.However,for preschool children,the emotional support from their parents plays an essential role in whether they can adapt to the life or study at school better.At present,the studies on child boarders in China are mainly carried out in western areas,ethnic minority areas and the countryside and explored from the perspectives of school management and development,students’ dining,their accommodation,etc.There are not enough empirical studies on the school adaptation of child boarders in developed east-coastal areas yet.To learn about the reality of the present school adaptation of urban children boarders and recognize the existing problems so as to effectively conduct the psychological health education,this study applies School Adaptation Scale compiled by Merrel K.W.as the research tool,and picked up a total of 423 boarders and day students of grade 3-6 respectively from 2 boarding schools and 2 non-boarding school for the sample survey.The research was divided into major parts:1.To understand the current situation of school adaptability of boarding children and compare the difference of school adaptability between boarding system and ordinary school;2.On the basis of relevant psychological theories,40 boarders are chosen randomly as the experimental and control groups.And a group counseling intervention program is set up to explore the effective approaches to improve the school adaptation of urban child boarders.The main conclusions reached through analyzing the data with the software SPSS21.0 are as follows:(1)The general school adaptation of elementary student boarders is just average and inferior to that of day students.The two categories of students differ greatly in interpersonal relationship,academic skills,sabotage dimension and hostile dimension.There’s no obvious difference witnessed in their self-management and attack dimension 3-6(2)The school adaptation of the students who are from core families and local urban families is greatly affected by the facts if they are boarders or not.But those from non-core families and non-urban families do not show obvious difference in the same situation.(3)The school adaptation do not differ greatly among students of different genders and among those who are only children and non-only children.The boarders who are class cadres are significantly better than those who are not cadres in academic skills.(4)There is significant correlation between the boarding length of boarders and their attack dimension of school adaptation.(5)The general attack dimension of boarders develops positively with the progress of grade.The boarders of different grades differ greatly in attack dimension,with Grade 3 having the greatest frequency of attacks,which is significantly different compared with Grade 5 and 6.(6)The group counseling intervention program set up by this study can effectively improve the school adaptation of child boarders.