School Belonging: A Review of the History, Current Trends, and Future Directions

Slaten, Christopher D.; Ferguson, Jonathan K.; Allen, Kelly‐Ann; Brodrick, Dianne-Vella; Waters, Lea

doi:10.1017/edp.2016.6

Cited by 174 publications

(145 citation statements)

References 79 publications

(136 reference statements)

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“…This sense of belonging at school, combined with feeling socially and emotionally connected to teachers, may be particularly crucial during adolescence when youth are insecure, seeking affirmation, and finding their accepted place (Eccles, ; Neel & Fuligni, ) . In addition to feeling institutionally connected to school, a sense of belonging also entails seeing oneself individually reflected and known within the school community (Slaten, Ferguson, Allen, Brodrick, & Waters, ; Willms, ). This dual conceptualization of belonging might explain why some studies show that students’ feelings of connection to school are associated with positive indicators of adjustment like well‐being, engagement, and academics (Goodenow, ; Juvonen, ; Neel & Fuligni, ) and other studies’ findings are mixed (Wang & Eccles, ).…”

Section: Individual and Institutional Levels Of Marginalizationmentioning

confidence: 99%

Adolescent Profiles of Marginalization and Connection at School: Relations With Academics and Mental Health

Polk

Hill

Price

et al. 2018

J of Research on Adolesc

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School context serves as a testing ground for exploring social relationships and satisfying needs for connection and affirmation, but often includes feelings of rejection. With a diverse high school sample (n = 645; 55% female; 61% White, 18% African American, 10% Latino, 10% Asian American, 1% Multiracial), patterns of experiences with marginalization and connection were identified and their associations with achievement and mental health examined. Using two-step cluster analysis, three clusters were identified: above the fray, exposed and protected, and targeted and unsupported. Ethnic/racial background was not related to cluster membership. Except for gender and well-being, associations between cluster membership and outcomes were similar across demographic background. The above the fray and the exposed and protected clusters were associated with better outcomes.Requests for reprints should be sent to Nancy E. Hill, Gradu-

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Section: Individual and Institutional Levels Of Marginalizationmentioning

confidence: 99%

Adolescent Profiles of Marginalization and Connection at School: Relations With Academics and Mental Health

Polk

Hill

Price

et al. 2018

J of Research on Adolesc

View full text Add to dashboard Cite

show abstract

“…Peer relations are associated with school adjustment (King, ; Ladd, ). School adjustment is important as it is linked to future academic success and a decreased likelihood of dropping‐out (Ladd, ; Li, Lerner, & Lerner, ; Slaten, Ferguson, Allen, Brodrick, & Waters, ). Literature on school adjustment has examined various factors including school engagement, liking, and academic performance.…”

Section: Introductionmentioning

confidence: 99%

Friendships in middle childhood: Links to peer and school identification, and general self‐worth

Maunder

Monks

2018

British J of Dev Psycho

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Children's friendships are important for well‐being and school adjustment, but few studies have examined multiple indices of friendships together in middle childhood. The current study surveyed 7‐ to 11‐year‐olds ( n = 314) about their friendships, best friendships, friendship quality and indices of self‐worth, identification with peers, and identification with school. Peer relationships were positively related to self‐worth, but not identification with peers or school. Best friendship quality moderated the relationship between number of reciprocated friendship nominations and self‐worth. Children with a reciprocated best friend had higher friendship quality and peer identification than others. Where best friendship was reciprocated, the relationship with identification with peers was mediated via positive friendship quality. The results suggest that friendship reciprocity is particularly relevant for children's self‐worth and identification with peers. The findings are discussed in relation to the importance of fostering the development of reciprocated friendships. Statement of contribution What is already known on this subject? Friendships are related to well‐being, school relations, and how young people feel about their peers at school. Friendship quality may be important in moderating the relationship between peer relations and adjustment. What does this study add? Various aspects of friendships are studied simultaneously with younger children than much previous research. Reciprocated best friendships were better quality than partial or non‐reciprocated best friendships. Friendship reciprocity was most relevant for children's self‐worth and peer identification.

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“…There could be several explanations as to why students in rural schools are more engaged than those in urban schools. The most obvious reasons are that a sense of belongingness is higher, and class-sizes are smaller so more individualised attention at school is possible in such cases (Blatchford et al 2011;Finn 1993;Slaten et al 2016). There are more close and extended kin in the school; quality friendships from stable cohorts are more likely; family circumstances are well understood by teachers and vice versa, with a sense of community permeating from the village to the school.…”

Section: Discussionmentioning

confidence: 99%

A contextually adapted model of school engagement in Kazakhstan

et al. 2020

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This study introduces a culturally adapted 17-item scale of school engagement. It offers an important contribution to the international literature by seeking to measure the school engagement of young people in a society undergoing transition from a collectivist to individualist mind-set alongside an education system focused on improving performance in international benchmarks such as those from the Organisation for Economic Cooperation and Development (OECD Programme for International Student Assessment, PISA) and the International Association for the Evaluation of Educational Achievement (IEA Trends In International Mathematics And Science Study, TIMSS). To date, little has been written on how intra-individual and interindividual factors contribute to young people's engagement in education as societal and systemic educational reform occurs. The school engagement scale is validated by testing the empirical fit of a second-order multidimensional factor model of school engagement taken from the Western literature to large-scale data in Kazakhstan. Culturally relevant features are added such as the strong influence of 'important others'. The model tested was formed from 1) an individual's cognitions and behaviours associated with school and 2) the social influences of parents, peers, and teachers. 1767 secondary education students in Kazakhstan participated in the study. Confirmatory analyses supported the hypothesized additional contributory factors to school engagement. Use of the overall model indicated differences in means across gender, grade, school-type, and geographic location to show: (1) higher cognitive engagement for young women; (2) rural students with higher levels of behavioural engagement; and (3) substantial differences in social support by grade and rurality.

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School Belonging: A Review of the History, Current Trends, and Future Directions

Cited by 174 publications

References 79 publications

Adolescent Profiles of Marginalization and Connection at School: Relations With Academics and Mental Health

Adolescent Profiles of Marginalization and Connection at School: Relations With Academics and Mental Health

Friendships in middle childhood: Links to peer and school identification, and general self‐worth

A contextually adapted model of school engagement in Kazakhstan

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