Independent Schools Research Articles

Not Hidden but Not Visible: Government Funding of Independent Schools in Canada

AbstractA growing body of comparative public policy research examines the effects of delegated delivery of public services and the related emergence of what is labelled a submerged state that obscures the role of government in the provision of public services. Data limitations have constrained investigations of these dynamics in Canada, including for K–12 education. In this research note, we draw on charitable tax records and provincial and federal spending data to present the evolution of provincial and federal financial support for independent schools over time, drawing on the case of British Columbia (BC). By factoring in indirect support through various tax mechanisms, we establish that BC independent schools have seen increasing financial support from both the federal and provincial governments in recent decades, primarily via tax expenditures tied to their charitable status—a “not hidden but not visible” shift in public expenditure that has substantial political, distributive and accountability implications.

Development and Quality Assurance of Internationalization of Teacher Education: Cooperation Between the Universities in Taiwan and Malaysia Chinese Independent Secondary Schools as an Example

Development and Quality Assurance of Internationalization of Teacher Education: Cooperation Between the Universities in Taiwan and Malaysia Chinese Independent Secondary Schools as an Example

The psychosocial work conditions and mental well-being of independent school heads in South Africa

Orientation: Numerous international studies have investigated the well-being of school Heads. Studies have shown the impact of psychosocial work conditions leading to burnout and stress, negatively impacting on mental well-being. This study aimed to determine the psychosocial work conditions and mental well-being of South African independent School Heads.Research purpose: Assessing the psychosocial work conditions and the potential impact on mental well-being of school Heads as this has not been previously studied in South Africa.Motivation for the study: Heads have multiple responsibilities in the school setting. An imbalance in job resources and demands as reflected by the psychosocial work conditions negatively impacts mental well-being and puts Heads at risk for mental illness.Research approach/design and method: The study adopted a quantitative research approach, using an anonymous cross-sectional questionnaire design, distributed to Heads of independent schools in South Africa (N = 817; n = 296). A demographic questionnaire, the Copenhagen Psychosocial Questionnaire (COPSOQ) III-middle version and mental health continuum-short form (MHC-SF) were used to collect data. Spearman correlation, analysis of variance and univariate linear regression were used to describe associations.Main findings: This study demonstrated fair correlation between various psychosocial work conditions and mental well-being. Furthermore, two demographic groups were identified as being most at risk for poorer well-being: younger and female Heads.Practical/managerial implications: This study assisted in identifying at risk groups for possible psychosocial intervention.Contribution/value-add: This study served to address the previous knowledge gap in South Africa regarding the mental well-being of school Heads and will potentially pioneer further studies in specific modifiable factors and intervention programmes.

Peer Relationship and Mental Health Damage from Academic-Stress and Depersonalization in High School

An examination of how student stress impacts their mental health and peer relationships used an explanatory sequential mixed methods design with a quantitative survey of 136 students from an independent school student body and follow-up qualitative interviews of 8 students. A positive correlation between academic stress and depersonalization was identified in all 4 grades with both indicators increasing with grade level before plateauing in grade 12. The main stressors identified were to achieve high grades and accomplish schoolwork to satisfy their own and parental expectations. High academic stress is attributed to depersonalization symptoms when students cut social interactions during "crunch time" to focus on studying by entering a "trance state". However, some students instead became more social as a distraction or to study more efficiently in study groups. Overall, this study showed similarities in academic stress and depersonalization between university/professional and high school samples while analyzing the rationale behind reported scores.

Exploring Primary School Staff Responses to Student Reports of Bullying in Australia: A Qualitative Study

AbstractBullying behaviour often increases in late childhood and peaks in early adolescence. While interventions to address bullying behaviour typically encourage students to report bullying incidents to school staff, students are often reluctant to report incidents for fear it will worsen their situation or because they lack confidence in a staff members’ ability to intervene effectively. This study explores school staff responses to student reports of bullying behaviour. School staff were recruited from Catholic and Independent schools in Perth, Western Australia. Semi-structured interviews were conducted with school staff (n = 19) working with students in grades four to six (approximately 8–12 years). A thematic analysis of the data was undertaken with the assistance of qualitative data analysis software NVivo. Staff reported a variety of responses to student reports of bullying incidents. Responses involved bullying targets, bullying perpetrators and the school community. School and individual factors found to influence staff responses included life experiences, adequate time to deal with bullying and the influence of colleagues. Suggested strategies to improve staff responses were clear school policies and procedures, scheduled times to deal with student reports, databases to record bullying incidents and professional development for school staff.

Perspectives on teacher standards in the mentoring process: insights from mentors and early career teachers in an Australian context

ABSTRACT Mentoring programmes are considered a core component of professional learning approaches for early career teachers (ECTs) as they commence in and progress through the first few years in the profession. Mentoring in the contemporary Australian context, however, is situated within a culture of high teacher standardisation, as is the case in numerous countries across the word. The Australian Professional Standards for Teachers (“the Standards”), for example, are the measuring device against which full teacher registration of ECTs is awarded as well as being put forward as the framework that informs teacher goal setting and development. In such circumstances, lines between mentoring purposed for teacher growth and for accountability may be blurred, and mentoring may be delimited to teachers’ work privileged in the Standards. In this paper, we report on data collected and thematically analysed from semi-structured interviews with 15 mentors and 15 ECTs from eight independent schools across Queensland and New South Wales in Australia about the role of the Standards in their mentoring work. Findings demonstrated that these mentors and ECTs address the Standards during mentoring ranging from regulatory to developmental to cursory. These findings have implications for the development of mentoring programmes, in Australia and elsewhere, where mentoring occurs in neoliberal cultures of audit.

Human papillomavirus vaccination uptake in the Rio Grande Valley of Texas: Results from a pilot community‐based educational and school‐based vaccination program

AbstractObjectiveTo pilot and evaluate a combined community‐based education and middle school‐based human papillomavirus (HPV) vaccination program in a rural, medically underserved Texas area.MethodsThe study included 2276 students enrolled at three Rio Grande City Grulla Independent School District, (RGCGISD, formerly Rio Grande City Consolidated Independent School District) middle schools (08/2016–02/2020). The intervention took place in a middle school setting with the community‐based, physician‐led HPV education campaign starting in 08/2016, and a school‐based vaccination program (Phase 1: 08/2017; Phase 2: 08/2018). Pre‐ and postintervention HPV vaccination rates were tracked against 2016 National Immunization Survey‐Teen rates (target: initiation 49.3%; completion 32.9%). Summary statistics were stratified by middle school.ResultsIn 2016, HPV vaccine initiation and completion rates for RGCGISD were lower than the national average (39.7% and 17.9%, respectively). In 2020, the overall HPV vaccine initiation rate increased by 58.0% (from 39.7% to 68.5%) and completion rates doubled (from 17.9% to 42.1%). The median age at HPV vaccine initiation and HPV vaccine completion (range) were 11.2 years (9–15) and 12 years (9–15). The median interval between HPV vaccine doses (range) was 287 days (36–1576). There were different between males and females among the three middle schools.ConclusionsMiddle schools serve as a feasible, effective interventional setting for delivering and increasing HPV education and vaccine uptake among adolescents, which offers substantial long‐term health benefits.

Maximizing the Potential of Twice-Exceptional Learners: Creating a Framework of Stakeholder Supports

Through a qualitative case study approach, this study sought to understand how an independent school for gifted learners supports parents, teachers, and students in maximizing the potential of twice-exceptional learners. Findings indicated that the school’s success in working with twice-exceptional learners could be attributed to a triangular framework of supports created for all three stakeholder groups—twice-exceptional learners, their parents, and their teachers—that facilitated both academic achievement and social and emotional well-being. The framework of support arose from the school’s cultivation of a culture of acceptance of twice-exceptionality coupled with a belief in a team approach to problem-solving. A detailed discussion of the framework of supports is provided, and implications for working with twice-exceptional learners and avenues for future research are discussed.

Problems in the Implementation of Independent Curriculum (IC) A Case Study at SMAN 1 Masbagik in Academic Year 2022/2023

Independent Curriculum is an innovative learning approach that aims to encourage creativity, freedom of thought, and development of students potential. There are several problems such as lack of student involvement, lack of innovation and creativity and limitations in providing material. The Independent Curriculum appears as an alternative that provides a solution to this problem. This study aims to analyze the problems experienced by teachers in implementing the Independent Curriculum and its impact on teachers and students. The qualitative case study method was used to investigate the experiences of three English teachers and five student representatives from phase E using questionnaires, interviews, observations and documentation data collection methods. The results of the study found three main problems faced by teachers, namely the lack of training, support and facilities in the learning process, as well as challenges in designing learning tools. The impact felt by teachers due to these challenges included changes in teaching methods, increased pedagogical skills and knowledge, and increased motivation in teaching. While the impact felt by students includes the positive impact and negative impact of students. The positive impacts include increased involvement and motivation to learn, increased creativity and innovation, critical thinking skills, as well as collaboration and communication skills. However, the negative impacts that are felt include the lack of explanation from the teacher and some students feel too free, so they feel entitled to leave their learning obligations according to the curriculum. It can be interpreted that the impact of these problems affects the teaching and learning experience of teachers and students. To overcome these problems, it is necessary to make a comprehensive effort. Teachers need to receive adequate training to understand the concept and methodology of the Independent Curriculum and schools need to provide adequate learning facilities and infrastructure to support interactive and innovative learning.

Funding Models for Community-Driven Madrasah Programs in Islamic Boarding Schools

This study aims to examine the funding models for community-driven madrasah programs within Islamic boarding schools (pesantren) and how these models contribute to enhancing the quality of madrasah education. Unlike public schools, which primarily depend on government funding, madrasahs often rely on diverse sources, encouraging greater community involvement. The background of this research stems from the need to explore sustainable funding strategies that integrate contributions from various stakeholders, including the community, to ensure the continuous improvement of educational services in madrasahs. Field research was conducted at two Islamic boarding schools in Aceh Besar district with using data collection methods such as documentation, observations, and interviews. The findings show that funding for these madrasahs comes from multiple sources, including parental contributions, community support, government aid, educational foundations, independent school initiatives, and religious giving (zakat, infaq, sadaqah, and waqf). The management of these funds follows principles of transparency and accountability, which has strengthened community engagement and trust in madrasah education. This research contributes to understanding how effective financial management and community collaboration can enhance the sustainability and quality of education in madrasahs.

The Burden of Acting Human: Rethinking Race, Class, and Gender Experiences in U.S. Independent Schools

Background/Context: Ongoing tensions surrounding equity and diversity work, particularly around race and gender, in independent schools have led to various responses. Many independent schools have made statements and pledges, and have crafted strategic plans to address systemic racism after receiving internal and external pressure to take action following the murder of George Floyd. Purpose/Objective/Research Question/Focus of Study: This study examines how young adolescent cisgender Black and Latinx students, specifically cisgender boys at two independent middle schools, navigate the often-contradictory forces of gender, race, and class. Research Design: Drawing on one year of participant observation and 33 semi-structured interviews, I examine how these students contend with the simultaneity of color-blind and race-conscious realities in the United States. Conclusions/Recommendations: This study finds that as teachers, administrators, and boards engage in subsequent equity and diversity efforts, they must pause and reconsider our students’ lived experiences that are part and parcel of ongoing calls for action. Moreover, educators should center the interrogation of what it means to be human in independent schools—in our missions, policies, culture, curriculum, traditions, admissions, and hiring—as one of the most urgent institutional tasks needed to activate the most liberating possibilities of schooling.

Minding the Gap in Education Discourse: Equity, Inclusion, and Belonging in Independent and International Schools

This special issue of Teachers College Record—“Minding the Gap in Education Discourse: Equity, Inclusion, and Belonging in Independent and International Schools”—aims to bring attention to independent and international private schools through the lenses of equity, inclusion, and belonging. In this issue, scholars and practitioners address gaps in education and education leadership discourse regarding considerations of equity, inclusion, and belonging. Historically, education discourse regarding equity, inclusion, and belonging has skewed largely toward public and charter education. While, according to the National Center for Educational Statistics (NCES), just 9% of PK-12 students nationally are enrolled in independent schools, independent schools nationally have much to contribute to the critical conversation concerning equity across the educational ecosystem. When we expand our attention to include international private schools, the numbers and scale shift dramatically. According to ISC Research, international private schools serve 6.74 million students. When the growing engagement of international private schools in the work of equity, inclusion, and belonging is considered, even more questions and possibilities emerge for the examining, understanding, and acting in research-informed ways on behalf of equity, inclusion, and belonging in education writ large. This special issue insists on the importance of considering schools as national and global systems of learning and socialization, and independent and international schools in particular as important players in the ecosystem of education in the United States and globally. The works in this issue tune us to the complex, multileveled ecosystem that we refer to as PK–12 schooling and to the importance of noticing and acting at all levels of that ecosystem to ensure research-informed thinking, decision-making, action, and impact.

Immersive Intercultural Learning Experiences in High School: Reflections From Independent School Alumni

Many educators are considering ways to increase student intercultural competence and support student identity development as they seek to create more inclusive and equitable schools and contribute to more just societies. This study provides analysis of one type of learning experience intentionally designed around intercultural engagement—independent high school programs that immerse students in international contexts for short-term learning experiences. This mixed-method study included 191 young alumni from six different independent schools in North America and focused on better understanding how these learning experiences have lived with their participants over time. Due in part to adolescent neuroplasticity, the study demonstrates that intercultural experiences that immerse students in relational learning beyond their home culture can influence them over time, including in their intercultural and identity development. The study specifically demonstrates that participants self-report continued influence of the program on their intercultural communication and perspective-taking skills and behavior frequency. The study identified two areas of limitations, namely that participants reported a conflicted or negative response to community service-focused programs over time and that participants with a transnational identity reported limited influence. These limitations and the participant reflections on the importance of relational learning suggest a dialectic approach as an effective way to reach the full potential of immersive learning for adolescents. Educators who strive to teach essential intercultural competencies that support school or districtwide efforts to create more inclusive and equitable school cultures might gain insights from this study's findings on the power of relational intercultural engagement for student learning.

Storying the Gap: Women’s Leadership Literacies

Gender disparity at the leadership level of large (defined by the National Association of Independent Schools [NAIS] as > 700 students) K–12 independent schools is a critical and persistent issue in the ongoing effort to foster equity and justice in historically white and male-led independent schools in the United States. The number of women leading all independent schools has increased from 31% in 2009 to 41% in 2021. However, while a greater number of women lead independent schools today than in years past, they more often achieve the headship in small and K–8 schools and remain less likely (22%) to achieve headship of large (> 700) independent schools. Using mixed-methods research conducted with 30 of the 45 women leading large K–12 independent schools in 2020, this study identified some of the unique leadership literacies, or skills and competencies, that women possess and perform as heads of school. Refracted through the rhizomal lens of multiple literacies theory, findings from this study reframe traditional, gendered leadership theories and posit the importance for women leaders of habitually negotiating gender bias, anchoring in the personal, and demonstrating expertise.

Research as a Strategy for Equity in Independent Schools

Independent schools are increasingly looking to research as a strategy for building equitable systems and practices, through the creation of an embedded researcher position. This commentary grapples with how independent schools are building internal research capacity find. Using a self-study methodology with interviews, job document review, and educational autobiographies, we examine the practices and positions of researchers at six independent schools—five in the United States and one in Turkey—through the lens of research as a strategy for equity. We that researchers and leaders conceived of the research roles as aligned with equity-focused improvement, yet implementation was contingent on how the role was situated in the organization and the ability of the researcher to negotiate definitions of research and research processes with leaders, teaching faculty, and students. We conclude with theoretical and practical implications of using research and the role of an embedded researcher as a strategy for equity-focused school improvement in independent schools.

Institutional Historical Acknowledgement: What Does It Hurt to Embrace the Past?

In this commentary, Purdy calls independent schools to grapple with their complicated and full institutional histories. Offering examples of schools and individuals doing this work, Purdy contends that independent schools need histories of diversity, equity, and inclusion that span the entirety of United States history, like those being uncovered by higher education institutions that are delving deeply into the relationship between their institutions and legacies of enslavement. Purdy presents a concise history of what we know now about how independent schools have reflected the racism embedded in United States society, how the civil rights movement pushed independent schools to desegregate and admit more Black students, and how Dr. William Dandridge, the first director of Minority Affairs for the National Association of Independent Schools (NAIS) in the 1970s, challenged independent school leaders on their thinking about race. This commentary concludes by encouraging independent schools to ask the hard questions, because even with all the progress that has been made to make independent schools more diverse, inclusive, and equitable, Black students continue to shed light on the institutional and interpersonal racism that they contend with today.

Hiding in Plain Sight: The Invisibilized Challenges of Black Girlhood in Elite Independent Schools

Background/Context: The experiences of Black girls navigating elite, predominantly white independent schools remain underresearched in the academy despite this issue being integral in disciplines such as sociology, education, and African American studies. Within such institutions, Black girls must navigate the duality of their privilege in having access to the highest quality and resourced education with the marginality of being a demographic minority within a space controlled by cultural elites. Purpose: This study investigates the experiences of Black girls in independent schools via the accounts of Black-woman-identifying alumni of such institutions. This study utilizes a Black feminist framework for understanding the often overlooked excess challenges that Black girls are forced to face. Research Design: Through qualitative semi-structured, conversational interviews with 13 Black women graduates of 10 Mid-Atlantic and New England boarding and day schools, this study explores how the graduates reflect on their experiences navigating elite schooling during formative adolescent years, decision-making processes, and management of Black girl identities within the exceedingly white and wealthy context of independent schools. Conclusions: Significant themes that emerged from the qualitative data generated by this study include feelings of rootlessness from Black and white communities, difficulty navigating a racialized and gendered social hierarchy, and heightened levels of social anxiety and self-consciousness about physical and ideological selves. Through a thematic retelling from those who have lived through the challenges and understand how they are presented in these contexts, the significance of this study’s exploration of Black girls in independent school is the (1) liberation of these historically marginalized voices and (2) potential to provide current school leaders a framework for how best to support their students.

For the Betterment of All: Motivating Factors With Significant Impact on Annual Giving Practices in Independent Schools

In an increasingly individualistic society in which the economic forecast has been uncertain for the past several years, independent schools have struggled to understand donors’ motivations for giving. In addition, schools continually examine the way their annual giving campaigns articulate how donors’ gifts align with the schools’ missions and future strategic goals. This case study aims to form an understanding of giving practices for independent schools. Because annual giving is central to the financial sustainability and success of a school, this study’s aim is to fully examine the extent to which school constituents (parents, grandparents, alumni, faculty members, parents of alumni, administration, and students) are involved in the annual giving process and aware of its impact. There is a distinct disparity in the outcome of fundraising efforts of long-standing independent schools and institutions with existing endowments and newer independent schools. The question becomes, How do the latter schools better educate their constituents about the importance of the annual fund? Using qualitative data elicited from survey and interview methods, this study examines the motivating factors that have a significant impact on annual giving practices.

From Testing to Teaching: Equity for Multilingual Learners in International Schools

Background/Context: The landscape of English-medium independent schools today is increasingly multilingual, challenging traditional monolingual norms of English testing and teaching. Multilingual learners—students who are able to navigate school in more than one language—are more vulnerable to the negative impacts of standardized tests in English because in many schools, these assessments are used solely to determine students’ proficiency for placement, labeling, or tracking purposes. International schools provide a useful context in which to investigate the intersection of language and equity. As independent institutions situated in complex transnational and postcolonial linguistic ecosystems, international schools determine their own local policies and programs for English language assessment and support. Purpose/Objective/Research Question/Focus of Study: This article is about the relationship between testing and teaching, and how educators describe this relationship within a particular network of international schools. Examining the relationship between English language assessment and instruction for multilingual learners helps to describe pathways toward more inclusive schools. Inquiring into how schools can build on the assets of multilingual learners requires rethinking the monolingual norm of English as an exclusive path for learning and a marker of privilege. Additionally, studying a global network of schools illustrates how resources that were developed in the United States can be used more globally: at the classroom level, within a whole-school context, and across a transnational educational consortium. Research Design: I use a mixed-methods analysis to investigate how educators describe programs that serve multilingual learners. I analyze school-based narratives written by educators across a global consortium of 500 international schools to inquire into the relationship between testing and teaching. Findings/Results: Within this particular global network, I found that educators describe links between English language assessments and other program components: an asset-based approach, professional learning, and school-wide systems to serve multilingual learners. I explain how a systemic approach to connecting assessments and instruction can contribute to more equitable schools for multilingual learners. Additionally, by comparing schools that recently joined the network and schools that had been members for three or more years, I identified a developmental trajectory, moving from a primary focus on English language assessments to increased collaborative practices for serving a multilingual school community. Conclusions/Recommendations: This initial research has important implications for independent schools and educators of multilingual learners. Understanding how the global and the local integrate illustrates how schools can adapt rather than adopt new assessments and instructional resources: both changing and being changed by new tools. By describing the impact of an English language assessment tool and an associated community of practice on school-wide systems to better serve multilingual learners, this study has the potential to inform future school improvement efforts. Although critical questions remain about the role of multilingualism in independent schools, this study provides a lens through which to understand the movement of ideas and practices across diverse spaces.

Centering Asian American Voices in Independent Schools

As predominantly White institutions (PWIs), independent schools in the United States can alienate students who are either not White or do not possess the cultural capital necessary to navigate those spaces. Scholars have argued that alliance/affinity spaces help students of color acclimate to PWIs and help create a sense of belonging. My work with the Asian Student Alliance (ASA) over the past 2 years has shown that, while the ASA leadership can and has supported its affinity members, the lack of attention that the school administration gives to events outside of the campus puts the onus on student leaders to become adults and process complex events without feeling that the institution cares for them. The students, however, do not necessarily want to take on the task. In the end, school administrators and teachers should work to challenge the model minority myth and the perpetual foreigner stereotype: school leaders must work with student leaders to address AAPI hate at the institutional level, and history teachers at PWIs must cover Asian American history and activism more in the curriculum to challenge these two stereotypes and invite students to consider, and discuss, how they can engage in their own form of activism with each other.