This paper aims to consolidate existing literature on the psychological impact of sending children away to boarding schools in Britain. A scarcity of literature pertaining specifically to independent boarding schools leads the author to examine child developmental theory, peer victimization in the British Army, trauma within captivity and adaptive behaviours. In conclusion, it is clear from this research that more time and effort is needed to understand the psychological impact of sending children away from home to be schooled, socialized and parented institutionally. In particular, the ethos and traditions associated with British and colonial schools, and the way in which these things are preserved warrants further study as it appears to be a significant source of the attitude toward children in boarding schools. The psychoanalytic community may be best placed to understand, and make understood, the positive or negative impact on children attending boarding schools in Britain.