Boarding schools exist to provide education for children, but this involves the child leaving the family home and residing in an educational institution. Identity Process Theory suggests that such a change in circumstances can threaten the child’s identity, which triggers coping strategies and impacts on the individual’s self-concept during both childhood and adulthood. This study undertook an Interpretative Phenomenological Analysis of semi-structured interviews conducted with five adults who boarded as children. The focus was on exploring participants’ beliefs in terms of how the boarding experience affected their sense of self. Emerging themes relate to the (i) coping strategies used by participants during childhood, such as amnesia, compartmentalising, compliance and acceptance, and (ii) long-term effects of boarding on identity, self-concept and intimate relationships. Findings also highlight the interplay of factors such as privilege and social class, which were reported as motives for participants’ parents choosing boarding for their children. The study raises important questions about the long-term health impacts of sending children away to board.

寄宿学校是为儿童提供教育的，但是这涉及到儿童离开家庭并居住在教育机构中。认同过程理论认为，这种情况的变化会威胁儿童的身份，从而触发应对策略，并影响儿童和成年时期的个人自我概念。这项研究对五名成年儿童成年后进行的半结构式访谈进行了解释性现象学分析。重点是探讨参与者的寄宿经历如何影响他们的自我意识的信念。新兴的主题与（i）参与者在童年时期所采用的应对策略（例如健忘症，隔室，依从性和接受程度）以及（ii）登机对身份的长期影响，自我概念和亲密关系。调查结果还强调了特权和社会阶层等因素的相互作用，据报道，这是参与者父母为孩子选择寄宿的动机。该研究提出了有关将儿童送离董事会对健康的长期影响的重要问题。