Student belonging: critical relationships and responsibilities

Abstract

In this paper, we consider New Zealand's education system to understand what can happen when we focus only on excellence and students reaching their potential, without simultaneously investing in their sense of belonging and wellbeing. National statistics suggest we are alienating and shortchanging an increasing number of students and, for disproportionate numbers of Indigenous students, these statistics are part of a world trend. The literature, and the students themselves, highlight the need to overturn the underlying racism that persistently disadvantages clearly identifiable groups of students over others. Until we do, using equity and excellence as the most powerful drivers for reform, will continue to promote conditions where our students' sense of belonging and wellbeing are undermined throughout their education and we will risk, failing to address the ensuing negative statistics. We conclude with a response that we have learned from working with these same students.

Intentional leadership and vā critical shifts: A Samoan–Palagi school principal’s talanoa

“…In other words, ako is not only about education at school but also learnings out in the community and at home. For Indigenous Pacific communities, ako is more than reading and writing at school, or teaching and pedagogies in the classroom, it is everything to do with education and learning that leads to the livelihood and flourishing of the collective and communities (Berryman & Eley, 2019;Siʻilata et al, 2017). In my view, this is often what is missing from the way education policies frame ako and its possibilities.…”

“…Enacting leadership practices that intentionally shift thinking and doing for ākonga, their families, and teachers relies on vā, a valued social practice that underpins Pasifika seeing, feeling, and doing. Investing in students' development of their sense of belonging and wellbeing, as well as students' academic excellence and helping them reach their potential, are all necessary and significant goals for teachers and school leaders who value honouring and enacting Te Tiriti o Waitangi (Berryman & Eley, 2019). The MoE's (2020) vision is for all ākonga in Aotearoa New Zealand to succeed personally and achieve educational success (see also MoE, 2016).…”

“…The MoE's (2020) vision is for all ākonga in Aotearoa New Zealand to succeed personally and achieve educational success (see also MoE, 2016). Sometimes success is heavily emphasised as being mainly academic and MoE and schools focus a lot on this measure (Berryman & Eley, 2019). But as Berryman and Eley (2019) argued, academic success measures mainly students' cognitive abilities and that is "a narrow goal" (p. 985).…”

Sailiga tomai ma malamalama’aga fa’a-Pasifika—Seeking Pasifika Knowledge to Support Student Learning: Reflections on Cultural Values Following an Educational Journey to Samoa

“…But Te Tiriti also provides the context for the education system; the partnership promise at its core is expected to be applied in educational policy and practice with success for Māori as Māori a shared responsibility (Ministry of Education, 2013aEducation, , 2015Education, , 2017. Despite this expectation, the current system marginalises Māori students; disparities in achievement levels and inequitable outcomes remain a concern (Berryman & Eley, 2019;Education Review Office, 2014;A. H. Macfarlane, 2015;S.…”

Mediation of Problematic Use in the Relationship Between Types of Internet Use and Subjective Well-Being in Schoolchildren

“…In the case of school-age children and adolescents, it is essential to investigate what factors may affect this construct, since the experiences lived in this period are not only very relevant in their present lives but also determining factors for the development of their cognitive, social, and emotional skills ( Ning et al, 2013 ) and are key to the formation of mentally healthy adults. They also play a role in the level of satisfaction these people will have toward life ( Casas et al, 2020 ), their future fulfillment projects, relational and self-perception frameworks ( Cobo-Rendón et al, 2020 ), and their sense of belonging ( Berryman and Eley, 2019 ), among other fundamental elements for life in society ( Bilbao et al, 2014 ).…”