The residential school; some aspects of the physical and social environment

This thesis considers the environment of mainstream residential schools largely from the viewpoint of the pupils' perception. The nature of the physical environment and in particular the evolution of the built environment is discussed in detail. The temporal element is not forgotten in this context, as major influences, be they personalities or trends are assessed for their impact. The second major element of the environment is then considered, being the social climate. A whole range of factors are assessed for the level of impact in terms of their influence on the atmosphere of a residential school. The role of Government, and in particular the impact of the Children Act.(1989), is covered in detail. The range of areas where the legislation impinges on the form of the physical environment is discussed. Behaviorialism as an approach to the study of the perception of the environment is developed as a concept. The major trends in developing an approach to perceptual studies are traced and individual contributors are given due recognition. From this a field programme is created, drawing upon ideas employed in the past for the assessment of the environment. The field programme is applied to a variety of residential schools, which declare themselves to have a distinctive ethos. The field programme is completed by the pupils in the schools in order to assess their perception of the effectiveness of the school environment in their educational experience. Fifteen case studies are detailed to illustrate specific points of contrast between schools. The mean school for comparative purposes is calculated and recommendations for the improvement and development of the whole residential school environment are made.