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Elucidating the barriers that can affect students' sense of belonging
Contributed by Anthony Foon

Introduction to Belonging
Barriers to belonging can have long lasting affects upon the students they impact and this resource will explore these in terms of barriers that can be present in the school environment. Baumeister and Leary (1995) proposed a hypothesis of belongingness where an individual has a need for a sense of attachment or connection, seeking relationships from a variety of sources to meet that need. It is important that the school environment is conducive to these relationships and does not present students with barriers in terms of this.

The Impact of  School Policies and Disciplinary Practices
The introduction to a new school environment is crucial to a student’s sense of belonging, as is the degree of belonging within the school environment, both of which if not handled correctly can greatly impact a student’s wellbeing (Flitcroft & Kelly, 2016; Aydiner & Kalendar, 2014). Policies that exist at the school level can significantly impact student belonging due to the limitations or restrictions that can affect students.

School disciplinary practices are one aspect of policy that can impact the nature of the school environment, and have the potential to impact a student’s sense of belonging. Where disciplinary practices are inconsistently applied in conjunction with punitive policies, the school behavioural expectations and rules become unclear, making it possible for a student to feel personally targeted (Tillery, Varjas, Roach, Kuperminc & Meyers, 2013). Where suspensions have been used, the student is completely removed from the school environment, potentially reducing their sense of belonging upon their return, particularly in the case of multiple suspensions.

Student-Teacher Relationships
It is recognized that student-teacher relationships are highly important, with positive student-teacher attachments being known to significantly impact a student’s sense of belonging within school, due to the relationship encouraging warmth and open communication (Hamre & Pianta, 2001).

The development of supportive and respectful student-teacher relationships leads to higher participation and engagement creating a more meaningful school environment for the student. Furthermore, adult involvement in an adolescent’s life is crucial to the process of developing self-expression and autonomy, with these being key characteristic components of adolescent development (Tillery et. al, 2013).
There are many things that could affect the student-teacher relationship, however, it is important for schools to acknowledge the barrier to belonging that can be present in the absence of strong student-teacher relationships, and the impacts this can have.

The Impact of Peer Relationships on Student Belonging
Positive friendships serve as a secure base and buffer that help students cope with the physiological challenges of school environments and develop a sense of belonging (Pittman & Richmond, 2008).
It is recognised by Bergin (2009) that student’s supportive relationships with classmates encourage the active participation of the student within classroom experiences, exerting a considerable influence on the student’s academic experiences. Opposing this, the feeling of not belonging leads to social isolation, bringing forth a range of negative, and possibly long term, consequences, both physical and psychological.
Peer social support is a protective factor for student’s mental health, buffering students from feelings of anxiety and alienations, while providing advice and understanding during times of change.

Conclusion
Overall, a student’s sense of belonging is strongly determined by a range of barriers in the school environment, such as school polices, student-teacher and student-student relationships. Aiming to provide students with a sense of belonging supplies students with a sense of purpose, meaning, worth and social control, contributing to positive student health and school environment.

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References

Aydiner, A., & Kalender, I. (2015). Student segments based on the factors related to sense of belonging across disadvantaged and resilient groups in PISA 2012. Procedia-Social and Behavioral Sciences, 174, 3299-3305.

Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological bulletin, 117(3), 497.

Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21(2), 141-170.

Flitcroft, D., & Kelly, C. (2016). An appreciative exploration of how schools create a sense of belonging to facilitate the successful transition to a new school for pupils involved in a managed move. Emotional and Behavioural Difficulties, 21(3), 301-313.

Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child development, 72(2), 625-638.

Pittman, L. D., & Richmond, A. (2008). University belonging, friendship quality, and psychological adjustment during the transition to college. The Journal of Experimental Education, 76(4), 343-362.

Tillery, A. D., Varjas, K., Roach, A. T., Kuperminc, G. P., & Meyers, J. (2013). The importance of adult connections in adolescents' sense of school belonging: Implications for schools and practitioners. Journal of School Violence, 12(2), 134-155.

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Classroom Focussed Strategies to Promote Student Belonging

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Classroom Focussed Strategies to Promote Student Belonging

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Practical strategies to help support and promote student belonging in the classroom setting
Contributed by Maddie Payne

Active listening

Active listening has been proposed to aid students’ sense of belonging, especially when students want to discuss potential problems in their life (Gordon & Burch, 2003). Some classroom strategies to help the teacher incorporate effective active listening include employing a deep trust in the students in their own problem solving abilities, and to sincerely welcome feelings that are communicated by students (Gordon & Burch, 2003, p. 74).

This increases the students’ feeling of belonging as the students believe that the teacher has confidence in them and is willing to consider to their feelings without judgement. With the feelings that the students are expressing, it is vital that the teacher understands that these feelings are fluid. Also, students greatly appreciate when the teacher can also make time to assist them (Gordon & Burch, 2003, p. 74). Lastly, when engaging with active listening, teachers must remember to respect the students’ privacy. Remembering and respecting that the student has shared confidential information, it is crucial that they feel safe doing so which aids the classroom in becoming a more inclusive environment.

Offering Personal Support

Similar to the benefits of active listening, the teacher can offer their personal support to help promote student belonging. By creating powerful social relationships with the student, this can help develop a sense of belonging as the student can also view the teacher as a support structure.
Creating these bonds can be implemented in the classroom by exhibiting a passion for what is being taught and teaching through many modes including body language (Osterman, 2010). Teachers can also attempt to discipline students in the classroom using a positive approach and seek out what else is happening in their students’ lives.

Employing Effective Teaching Strategies

Teachers have a role as an academic support structure and to be a leader for the students. It is important that the teacher can develop inclusive and effective teaching strategies to promote student belonging (Osterman, 2010).
This can be demonstrated in the classroom by generating lessons relevant to each class, creating work that includes a variety of perspectives, and ensuring there is enough time for students to finish their tasks (Australian Government Office for Learning and Teaching [AGOLT], 2016).

This is inclusive as it demonstrates that the teacher is aware of the needs of all students. Finally, it is important to recognise the differences in capabilities, but to ensure there are no comparisons made between these students.

Encourage Positive Social Relationships

Following on from an encouraging a positive teacher-student relationship, it is also important to promote positive relationships amongst peers (Osterman, 2000). This can be demonstrated by developing activities in class which require cooperation and encourage positive relationships. The teacher could also create student groups based on common interests to further increase a sense of belonging, this gives students another opportunity to be accepted by their classmates and to be inclusive.

Holding High Expectations of Students

Holding high expectations of students demonstrates to them that the teacher is interested in their achievement (Bergin & Bergin, 2009). This can be displayed in the classroom by asking students if they need assistance, confirming they understood the learning and calling on individual students for input. This strategy encourages belonging as the student will feel as they are of importance to their teacher because they care about their education.

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References

Australian Government Office for Learning and Teaching [AGOLT]. (2016). How teachers can support student wellbeing. Retrieved 2 October 2017, from http://unistudentwellbeing.edu.au/teaching-practice/support/

Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21(2), 141-170.

Gordon, T., & Burch, N. (2003). Teacher effectiveness training: The program proven to help teachers bring out the best in students of all ages. New York, NY: Three Rivers Press.

Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367.

Osterman, K. F. (2010). Teacher practice and students’ sense of belonging. In T. Lovat, R. Toomey, & N. Clement (Eds.), International Research Handbook on Values Education and Student Wellbeing (pp. 239–260). Dordrecht, The Netherlands: Springer.

St-Amand, J., Girard, S. and Smith, J. (2017). Sense of Belonging at School: Defining Attributes, Determinants, and Sustaining Strategies. IAFOR Journal of Education, 5(2), 105-119.

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School-Wide Strategies to Promote Student Belonging 

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School-Wide Strategies to Promote Student Belonging 

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An analysis of school-wide programs & strategies
Contributed by Lucy Nguyen

Overview
To promote student belonging, teachers can implement inclusive strategies in a school wide context.

Democratic Student Voices
Democratic practices in which various student voices are heard and considered is a key strategy to fostering student, class and school level belonging (Vieno, Perkins, Smith & Santinello, 2005).

A sense of community encompasses the feeling of belonging and mattering, the fulfilment of needs being met and the shared connectedness between members (McMillan & Chavis, 1986). Vieno et al. (2005) found that the perception of a democratic school climate at individual, class and school level significantly predicted a sense of community. Democratic school practices include student participation in determining the rules and organisation of events, the freedom of expression and the perceived fairness of the rules and teachers (Vieno et al., 2005). Listening to student voices is therefore a strategy which supports democratic practices to foster student belonging. In addition, to support fairness it is important to be inclusive and involve a variety of student voices, not just the high achievers or natural leaders (Vieno et al., 2005; DeFur & Korinek, 2010).

Vieno et al. (2005) provides an interesting perspective to the variables which impact belonging, and how belonging can vary across different levels. The extent to which this study can be generalised to Australian schools however may be limited as data was collected from Italian schools. There are differences in culture and curriculum, for example most extracurricular activities in Italy are held outside of school (Vieno et al, 2005). Extracurricular activities in Australian school contexts may effectively facilitate belonging in contrast to Vieno et al. (2005).

Student Support Groups
Facilitating opportunities for student support groups such as clubs and alliances is also an inclusive strategy which can support student belonging (Lee, 2002).

The extent of school support for individual students can be a root concern for student belonging. Lesbian, gay, bisexual and transgender (LGBT) youth for example are rarely represented by the school or curriculum and thus receive little school support (Lee, 2002). Via student support groups, schools can facilitate a safe environment where students develop shared, uncompetitive and positive bonding relationships (Lee, 2002; Parker, 2010). Lee (2002) found that a gay/straight alliance can be an avenue which facilitates a sense of belonging for students. An inclusive strategy to facilitate student belonging in schools can thus involve providing opportunities of school based support groups, which may include LGBT alliances or even choral ensembles (Lee, 2002; Parker, 2010).

Lee (2002) highlights the importance of schools implementing inclusive practices such as alliances to support student belonging. Lee (2002) however raises issues of reliability and validity because the data includes the researcher's own thoughts and feelings, which can be subjective and an inaccurate representation of students in the study. Also, if the study was replicated it cannot be guaranteed that other researchers will have similar findings. Although Lee (2002) provides an interesting perspective regarding student groups being a strategy to support student belonging, before generalising the findings, the degree of subjectivity needs to be considered.

Teachers can thereby effectively facilitate student belonging by incorporating a democratic approach to student voices, and providing opportunities for student support groups. Before applying these strategies however, teachers must consider the extent to which the supporting literature can be generalised to their own teaching and learning contexts.

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References

DeFur, S. H., & Korinek, L. (2010). Listening to student voices. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 15-19. doi: 10.1080/00098650903267677

Lee, C. (2002). The impact of belonging to a high school gay/straight alliance. The high school journal, 85(3), 13-26. doi: 10.1353/hsj.2002.0005

McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of community psychology, 14(1), 6-23. doi: 10.1002/15206629(198601)14:1<6::AID-JCOP2290140103>3.0.CO;2-

Parker, E. C. (2010). Exploring student experiences of belonging within an urban high school choral ensemble: an action research study. Music Education Research, 12(4), 339-352. doi: 10.1080/14613808.2010.519379

Vieno, A., Perkins, D. D., Smith, T. M., & Santinello, M. (2005). Democratic school climate and sense of community in school: A multilevel analysis. American journal of community psychology, 36(3-4), 327-341. doi: 10.1007/s10464-005-8629-8

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Classroom Focussed Strategies to Promote Student Wellbeing 

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Classroom Focussed Strategies to Promote Student Wellbeing 

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Practical strategies to enhance and support student wellbeing in the classroom
Contributed by Ellie Alison

Creating a Learning Environment that supports student wellbeing

It is fundamentally important for us, as teachers, to acknowledge the everyday struggles or challenged that are faced by the students that enter our classroom and creating an open and supportive space for students is a key aspect of building a positive relationship and enhancing student wellbeing (Carroll & Cacciattolo, 2013).

Promoting Student Wellbeing through Goal Setting & Autonomous Motivation

An important aspect for support student wellbeing is promoting students’ autonomy in their own learning. As teachers it is important to equip students with the skills and tools they need to; self-regulate their behaviour, set realistic learning goals and take responsibility and interest in their own learning. This will in turn promote students’ sense of achievement, confidence and overall enjoyment in the classroom (Boekaerts & Como, 2005).

This can be achieved through a range of classroom focussed strategies that can be implemented in everyday teaching.

Strategies to promote autonomous motivation (Black and Deci, 2000)

One strategy is to design and implement classroom activities or learning tasks that connects with students’ interest, sparks their curiosity and builds on their current knowledge. It is important that students feel confident enough to attempt the task and designing a learning task that helps them make those first steps, is key.

Examples and Practical Strategies that promote Autonomous Motivation

Adapted examples by Dr Anneline Padaychee, University of Melbourne

To begin each week/new topic, a teacher plays a short video that aims to sparks students’ interest and expose them to the ideas and focus of the week’s topic. In the videos, the teacher poses questions and relates the content of the video to current events, topics in the media, and real-life issues.

This provides students with some context and meaning to what they are going to be learning and helps them understanding where this fits in to their own lives.

Examples for ‘Good Practice’ are outlined in the learning module below.

http://unistudentwellbeing.edu.au/teaching-practice/examples/

This learning module includes some classroom-focussed strategies that teachers can use in different situations to promote student wellbeing.

The learning contexts most relevant to secondary school teaching include;

1. Large Group Classes

2. Small Group Teaching

3. Online courses

Facilitating Flexible Learning Approaches  (Angelo, 2012)

This could take the form of providing students with several choices to how they approach a learning task. The tasks could reflect students’ interest and could vary in complexity, allowing for multiple entry points.

Challenging Learners in a Positive way

As teachers, it is important to create learning tasks that adequately challenge our learners. It is important to note that these challenges must be implemented in a positive and safe way as this promotes student self-efficacy and confidence in attempting the tasks (Seligman, 2011).

Creating Learning tasks that promote collaboration that foster the discussion and exchange of ideas along can help to improve student optimism and autonomy in their learning (Fredrickson, 2000).

Justification of Learning Tasks

Creating an open environment where students do not feel pressured or forced to participate in tasks is important when promoting students’ wellbeing in the classroom. Autonomous motivation and self-regulation will better support students’ learning into the future and build their confidence in their own abilities (Zimmerman, 1989).

Strategies

Adapted from: ’Enhancing Student Wellbeing: “How Teachers can support student wellbeing (2016): http://unistudentwellbeing.edu.au/teaching-practice/support/

Being open and communicative with students as to what skills they will require for the set task and providing students with a meaningful reason to why they are completing the activity.

This minimises the pressure and control that is placed upon learning in the classroom and rather than using directive language such as ‘should/must’, replacing with phrases such as ‘you might like to try’ can in some instances better encourage students to take those first steps towards attempting the tasks.

Strategies to Promote Students’ Self-Reflection on Learning Processes

Margot Fenley, VCA, University of Melbourne

1. The teacher asks students to reflect on processes they have used to develop their piece.

2. Students are encouraged to describe disciplinary content and procedures that they used.

3. They also reflect on what they think worked, what didn’t work, and what they will try as they progress with the piece.

Strategies to Promote Productive and Supportive Feedback

Adapted from Strategies by Margot Fenley and Chris Nolan, VCA, University of Melbourne

By focussing student feedback on individual elements, rather than the piece as a whole, moves students away from thinking about their work as STATIC or as a reflection of them as a person.

By identifying individual elements, they are able to improve on multiple elements using different techniques (which can be identified in their feedback) and provides a more achievable goal for students by breaking apart the bigger picture into smaller, bite size learning goals.

The Power of Feedback

Providing productive and supportive Feedback is paramount in supporting not only students' learning progression but also their sense of wellbeing in the classroom. it also creates an environment where students feel they can confidently make the next steps towards their learning goals (Hattie & Timperley, 2007).

This article, authored by John Hattie and Helen Timperley, outlines strategies for executing productive and effective feedback and identifies its powerful nature in the classroom.

http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf

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References

Angelo, T. (2012). Designing subjects for learning: practical, research-based principles and guidelines. University teaching in focus: a learning-centred approach, 93-111.

Boekaerts, M., & Corno, L. (2005). Self‐regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199-231.Retrieved from: http://unistudentwellbeing.edu.au/teaching-practice/support/

Assessment and Intervention. Applied Psychology: An International Review, vol. 54, no.

2, pp. 199-231

Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self‐determination theory perspective. Science education, 84(6), 740-756.

Carroll, J., & Cacciattolo, M. (2013). Positive Education: Pathways to achieving social and academic success. In T. McKenna, M. Cacciattolo, & M. Vicars (Eds.), Engaging the disengaged: Inclusive approaches to teaching the least advantaged (pp. 207–222). Cambridge, England; Cambridge University Press.

Fredrickson, B. (2000). 'Cultivating Positive Emotions to Optimize Health and Wellbeing'. Prevention and Treatment, vol. 3, no. 1. New York: Three Rivers Press.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Retrieved from: http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf

Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2010). Self-determination theory and the relation of autonomy to self-regulatory processes and personality development. In R.H Hoyle (Ed.) Handbook of Personalty and Self-Regulation. (pp 169-191). Oxford, UKWiley-Blackwell.

Seligman, M. E. (2011). Chapter 1: What is well-being? Flourish: A Visionary New Understanding of Happiness and Well-being (pp.5-29). New York: Simon & Schuster.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3), 329-339.

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School-Wide & Classroom Programs that Support Student Wellbeing 

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School-Wide & Classroom Programs that Support Student Wellbeing 

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School-wide Programs & classroom focussed approaches to promote student wellbeing
Contributed by Jessica Luna

The National Safe School Framework

The National Safe Schools Framework (NSSF) assists Australian schools to develop positive and practical student safety and wellbeing policies in school communities (“The NSSF,” 2016). The NSSF’s focus is to provide schools with a vision and guiding principles, they deliver their resources through the Student Wellbeing Hub (“The NSSF,” 2016). The NSSF provides their strategies and resources here for all members of the school community to access. One of the programs the Hub advocates is titled “Getting Along and Planning for the Future” (Beyond Blue, 2016). This resource provides a teacher manual along with teacher notes, videos and a student workbook. This program covers a number of topics, one of which being the role of self-talk in emotional health and wellbeing (Beyond Blue, 2016). Annes, R., & Vijayalaxmi (2017) produce a study that explores the effect of an intervention program on the state of happiness of adolescence, findings from this study support intrapersonal skill development for adolescents as it helps them in understanding and managing emotions, behaviour and problem solving.

Failure week

In order to further develop intrapersonal skills in students, Ivanhoe Girls’ Grammar school dedicated an entire week of workshops that encouraged their students to embrace failure to build resilience (“Failure Week”, 2017). Throughout the week students were engaged in lunchtime activities along with a ten minute workshop at the beginning of every lesson that explored the theme of the day. As a teacher candidate having delivered a number of these workshops on placement, I found it a worthwhile experience to connect with the students and work alongside them to explore our ideas on failure. The students and staff developed failure week in an attempt to combat the alarming findings from the NAB Independent Schools Survey that found 38 per cent of girls in secondary schools had a strong sense of wellbeing and more than 55 per cent were assessed as anxious (“NAB Independent Schools Survey”, 2017). This emphasises the importance that must be given to improving the wellbeing of students in schools.

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References

Annes, R., & Vijayalaxmi, A. M. (2017). The Influence of Intrapersonal Skills Intervention Program on Happiness State of Adolescents. Language in India, 17(7), 328-343.

Beyond Blue. (2016). Getting Along and Planning for the Future. Retrieved from https://www.beyondblue.org.au/healthy-places/secondary-schools-and-tertiary/secondary-schools-program/year-10

Barbara, F., & Thomas, J. (2002). Positive emotions trigger upward spirals toward emotional well-being. Psychological Science, 13(2), 172-175.

Department of Education and Training. (2016). The National Safe Schools Framework. Retrieved from https://www.education.gov.au/national-safe-schools-framework-0

Failure week encourages Ivanhoe Girls’ Grammar students to embrace mistakes. (2017, August, 28). The Age. Retrieved from http://www.abc.net.au/news/2017-08-28/ivanhoe-girls-grammar-failure-week/8847860

Martella, R. C., Nelson, J. R., Marchand-Martella, N. E., & O’Reilly, M. (2011). Comprehensive Behavior Management: Individualized, Classroom, and Schoolwide Approaches. (2nd ed.). SAGE Publications.

NAB Independent Schools Survey 2017: Part 1. (2017). Retrieved from https://business.nab.com.au/nab-independent-schools-survey-2017-26044/