Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well-intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non-Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living in rural and remote parts of Australia where educational opportunities are limited, especially in high school. One solution to this problem has been to enrol these students in boarding schools in urban and metropolitan centres. While research on the success of boarding schools for Indigenous students is scarce, what little that does exist is not encouraging. The focus of this research was to examine the effects of boarding for Indigenous (n = 11) and non-Indigenous students’ (n = 158) wellbeing (N = 1423) in two large private boys’ schools. Participating students aged 12–18 years old completed a survey measuring wellbeing constructs on two occasions, 12 months apart. Non-Indigenous boys were generally higher in wellbeing compared with Indigenous boys. There was also evidence of improved social wellbeing beyond that of non-Indigenous boarders over time. Overall, while evidence of merit was weak, boarding schools may benefit their Indigenous students’ development in social wellbeing.

中文翻译：

---

寄宿学校：对澳大利亚土著和非土著寄宿生和非寄宿生福祉的纵向检查

改善澳大利亚原住民学生的教育成果是帮助原住民充分发挥潜力的一项关键战略。这导致澳大利亚教育工作者和政府做出善意的努力，以确保土著儿童有积极的学校经历。然而，土著学生在教育成果方面仍然落后于非土著学生。对于生活在澳大利亚农村和偏远地区的土著学生来说尤其如此，那里的教育机会有限，尤其是在高中阶段。这个问题的一个解决方案是让这些学生进入城市和大都市中心的寄宿学校。虽然关于土著学生寄宿学校成功的研究很少，但确实存在的一点点并不令人鼓舞。n  = 11) 和非土著学生 ( n  = 158) 的幸福感 ( N  = 1423) 在两所大型私立男校。参与调查的 12 至 18 岁学生两次完成了一项测量幸福感的调查，相隔 12 个月。与土著男孩相比，非土著男孩的幸福感通常更高。也有证据表明，随着时间的推移，非土著寄宿生的社会福祉得到了改善。总体而言，虽然优点证据薄弱，但寄宿学校可能有利于土著学生在社会福祉方面的发展。