BOARDING STUDENT MANAGEMENT IN CHINESE HIGH SCHOOLS: AN EDUCATION MANAGEMENT PERSPECTIVE

Abstract

The current review article is intended to address the practices in management in Chinese high school boarding schools and their influences on academic performance of students, emotional status, and psychosocial progress. Boarding schools and particularly in the rural areas are becoming more popular due to the fact that the student gets a more structured learning program and a greater access to academic resources than a day school. The paper critically reviews the current research on the key management practices employed in these institutions, which include academic support systems, peer mentoring and psychological counseling. The findings of the studies under review indicate that academic performance of students can be considerably improved with the help of effective management practices that are likely to foster the development of the non-cognitive skills, such as self-discipline, time management, and social skills. However, in addition to these good outcomes, there are barriers. The students are prone to emotional problems such as homesickness and stress that are exacerbated by the absence of both the family and demands of studying. The review notes a literature gap, in particular, the need of further research on the long-term effects of boarding school attendance on the mental condition and academic success. Also, it adds to the importance of the inclusion of mental health support services in the practice of running the boarding schools particularly in the rural context where resources are limited.