Source: The Short-Term Nature of Roles in Boarding Schools – ISN
The reality of working in lower-level roles within boarding schools are complex and often contradictory, particularly those roles targeted at young, mobile, under-30s who are drawn to adventure, new experiences, and career exploration. This generation, raised in a world of cheap travel and global connectivity, is more willing than ever to move across countries in pursuit of personal and professional development. Boarding school job advertisements, often labelled as “graduate” or “internship” opportunities, capitalize on this by offering exciting perks like skiing, horseback riding, football, and cultural outings. These roles seem ideal for adventurous recent graduates looking to travel, gain experience, and work in engaging, youth-focused environments.
However, the reality of these jobs is far more demanding and far less glamorous than the adverts suggest. While they may appeal to the energetic and outdoorsy, the day-to-day responsibilities of a boarding assistant involve long, irregular hours, along with emotionally intensive duties such as safeguarding students and maintaining discipline. The role is not just a job but a lifestyle change, requiring significant personal sacrifice. Staff often live on-site, isolated from local communities and unable to maintain a normal social life, especially when their time off rarely aligns with others’. The nature of the job can be isolating, and the lack of separation between work and personal space contributes to burnout.
There is also a disconnect between the expectations set in job descriptions and the actual duties assigned. Titles such as “Graduate Assistant,” “Assistant Houseparent,” or even “Intern” are inconsistently applied, often encompassing a wide range of responsibilities, from teaching cover lessons and running extracurricular activities to performing administrative tasks or supervising student trips. Some roles involve heavy teaching responsibilities, while others are more pastoral or administrative. This lack of standardization can make roles confusing and lead to frustration among staff, particularly those who feel underutilized or misled.
Although schools often justify these roles as temporary positions meant to serve as stepping stones into teaching or pastoral careers, only a small percentage of staff actually progress to higher roles like Houseparent or Head of Boarding. The rest tend to leave after a year, worn out by the intensity of the job and the lack of recognition or progression. This high turnover rate has a significant impact on students. Relationships with boarding staff are often central to a student’s emotional and social well-being, and frequent staff changes undermine the stability and trust that are essential in a boarding environment.
Moreover, the schools themselves benefit financially from this model. Hiring recent graduates under the guise of “internships” or short-term contracts allows schools to keep costs low, offering lower wages, less comprehensive insurance, and minimal benefits. This creates an uncomfortable reality where the emotional labour and heavy responsibility carried by boarding staff are not matched by compensation, stability, or status.
The COVID-19 pandemic has further strained this already unsustainable model. Boarding staff took on increased workloads and risk, often with even less support and recognition, as schools struggled to manage the added challenges of safety, isolation, and student well-being.
In summary, while the idea of working in a boarding school appeals to the adventurous spirit of many young people, the reality is often exhausting and isolating. The roles demand serious lifestyle changes, offer little long-term opportunity, and rely on a revolving door of staff who are undervalued despite playing a critical role in students’ lives. If boarding schools continue to frame essential, round-the-clock care roles as low-level internships, they risk undermining both staff well-being and student stability in the long term.
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