Exploring the Role of Emotional Maturity among Tribal Adolescent Girls during the Transition from Village Life to Residential Schooling
Keywords:
emotional maturity, cultural identity, adjustment, qualitative research, school transition, residential schooling, tribal adolescent girlsAbstract
Moving from village life to a residential school can bring new opportunities and new emotional challenges for tribal adolescent girls. Girls may be excited about education and independence, but they may also miss their families, face language difficulties, build new friendships, and learn unfamiliar routines. Emotional maturity may help them recognise feelings, express them in safe ways, solve problems, and seek support. This paper proposes a qualitative study to explore how tribal adolescent girls understand emotional maturity during this transition. The review draws on studies about emotional maturity among adolescents, school adjustment, language-related challenges in tribal residential schools, and the wellbeing and cultural identity of Indigenous students. A conceptual framework is included to guide the research. The study may help schools and families better understand girls’ experiences and develop culturally respectful ways to support their adjustment.
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