Physical Disabilities and Subjective Wellbeing: A Comparison of Children Based on Boarding and Home Residency in South Africa

Globally, limited research exists on the wellbeing of children with disabilities from their own perspectives. The investigations that are published are primarily from the perspectives of parents, caregivers or educators. In South Africa, segregated schooling systems and other social inequalities introduce complexities pertaining to the educational attainment of children with disabilities. For some children, residing in boarding schools facilitates access to education. This study quantitatively explored differences in subjective wellbeing based on whether children with physical disabilities resided in boarding schools (n = 30) or at home (n = 30). The results revealed a significantly higher level of family-related wellbeing for children residing at home (Mdn = 34.63) compared to those residing in boarding schools (Mdn = 26.37), demonstrating the need to strengthen family involvement in the lives of children at boarding schools. This research supports emerging evidence that parent involvement may be required for improved wellbeing of children who reside in boarding schools.