Voices of Indigenous youth on experiences in boarding schools

Positive factors and limitations

Abstract

This article reports research findings on how positive and limiting experiences related to wellbeing within primary and/or secondary boarding schools in La Araucanía, Chile, shape and influence the educational trajectories of indigenous students. The study adopts a qualitative descriptive methodology and involved eight participants. The main results show positive factors that strengthen educational trajectories throughout life in these educational spaces, such as the formation of friendships, harmonious coexistence, and fostering independence. Likewise, the study identifies limiting factors that may hinder educational progress, including factors that can sometimes lead to dropping out of school, such as peer violence, bullying, and the need for emotional support. The main conclusions underscore the urgent need to further study the educational trajectories of children and young people attending these institutions, as these factors may positively or negatively affect the educational outcomes of indigenous populations. In doing so, this research seeks to contribute to reducing educational inequality between indigenous and non-indigenous students and to promoting a sense of belonging and wellbeing in these educational spaces.