Resilience And Coping in Rural South Indian Students: A Comparative Mixed-Methods Study of Residential Versus Day Boarding Environments

Abstract

Background: Residential schooling is expanding in rural India, yet comparative data on resilience, coping, and mental health across residential and day boarding settings remain limited.

Methods: A cross-sectional mixed-methods study was conducted among 937 adolescents (12–17 years) from residential (n=495) and day boarding (n=442) schools in rural Karnataka. Resilience was assessed using an adapted Adolescent Resilience Scale. Additional items evaluated emotional well-being and help-seeking. Qualitative data on adversities and coping were analysed thematically. Group differences were examined using chi-square tests.

Results: Sociodemographic differences were noted in family type (p=0.019) and class category (p<0.001), while gender distribution was comparable. Residential students were less likely to report persistence in goal attainment (76.6% vs 87.8%, p<0.001) and help-seeking (58.6% vs 79.9%, p<0.001). They reported higher rates of prolonged sadness (37.0% vs 30.1%, p=0.026) and suicidal thoughts or attempts (22.2% vs 14.7%, p=0.003), and were less likely to feel happy with others (71.7% vs 84.4%, p<0.001). Other resilience domains were largely comparable. Qualitatively, day boarders described predominantly academic and family-related stressors with task-focused coping, whereas residential students reported more intense emotional and adjustment-related challenges, including homesickness and social stress, alongside a broader repertoire of coping strategies such as peer support, emotional regulation, and adaptive behavioural responses.

Conclusion: Residential schooling was associated with greater emotional distress and reduced help-seeking despite more diverse coping strategies. Strengthening school-based mental health support in residential settings is warranted.