EDUCATION SPOTLIGHT
Building community James Large, headmaster at Old Buckenham Hall, considers how boarding shapes students’ social skills and independence
I n an age where childrens’ social lives are often mediated through screens, the value of in-person community has never been more significant. Boarding environments like those at Old Buckenham Hall (OBH) offer an educational experience that goes beyond academics, nurturing essential life skills such as independence, empathy and confidence. More than a place to live, the boarding community acts as a social microcosm – one where children learn to coexist, communicate and care for one another across different age groups and backgrounds. Shared experience One of the most striking aspects of boarding life is the blending of different year groups. Unlike traditional classroom settings that can divide pupils by age or ability, boarding encourages a natural mixing of peer groups. Younger boarders learn by observing the routines and habits of older students, while the older pupils develop leadership and empathy through mentoring their juniors. Whether it’s through organised events or just relaxed moments in the common room, these shared experiences allow pupils to connect on equal footing and build lasting bonds. These informal interactions also foster communication skills and confidence in a way that structured lessons rarely can. Fireside , a long-standing tradition at OBH held each Christmas, is a highlight of the boarding year – a music and drama performance where all boarders take to the stage in front of the entire boarding community. Preparing together for this production helps pupils develop teamwork, responsibility and creativity, while performing builds confidence and a sense of achievement. Just as importantly, the shared experience brings year groups together, strengthening bonds and nurturing a deep sense of belonging.
Boarding bonds A key strength of boarding lies in its balance between structure and freedom. At the end of the academic day, children change into their home clothes, stepping into a ‘home away from home’. This shift lets them unwind and simply be children: laughing with friends, playing games or talking through their day. Such moments of informality help pupils feel grounded, valued and secure within their community. Perhaps most poignantly, boarding life nurtures empathy. Homesickness, for example, is met not just with staff support but with peer understanding. Older pupils who once felt the same way naturally reach out to comfort others, turning moments of vulnerability into lessons in compassion. In a wider educational sense, boarding communities remind us that learning extends beyond the classroom. By living, sharing and supporting one another, students at OBH develop the social and emotional intelligence that will serve them long after they leave school – an essential preparation for life in an increasingly connected, yet often disconnected world.
Equally vital is the development of independence. Boarding teaches children to manage the small but meaningful routines of daily life: making their beds, organising their belongings and getting ready for the day ahead. These seemingly simple tasks instil responsibility and self-discipline, laying foundations for adulthood. Unlike the home environment, where parents often step in, boarders learn to take ownership of their own space and time. CONFIDENCE BOOSTER Every Christmas, boarders come together as a community to prepare Fireside , a music and drama production
Boarding communities remind us learning extends beyond the classroom
obh.co.uk
CAMBSEDITION.CO.UK DECEMBER 2025 75
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