On Pathways Paved by Pioneers: Integrating Perspectives of School Belonging Through a Comprehensive Framework

• In Event: How to Create Environments of Belonging for Students: New Perspectives on School Belonging Research

Abstract

Note: In the submission system, we selected “Workshop” for the session type because we have an alternative session format with more than six presentations that fits the workshop call but is potentially different from what one might expect in a workshop. Workshops can be on many topics, but one topic involves integrating diverse theories, which is one of the aims of our session. Given the brief nature of the comments from each of the panelists’ Ed-talks, we provided roughly 100-250 word abstracts for each of them below (rather than the traditional 500-word abstracts).

Abstract:
This study integrates school belonging perspectives from esteemed and contemporary scholars (e.g., Anderman, Lee, Leary, Furlong, Wehmeyer, Tinto, Van Houtte, and Riley) in the field by employing an integrated narrative review with interview methodology. By adopting a meta-theoretical framework, the study highlights vital antecedents of belonging, such as competencies, opportunities, motivations, and perceptions, alongside contextual influences and individual and temporal factors. The presentation aims to broaden the conventional scope of school belonging by combining the varied and sometimes compartmentalized orientations within the field. The outcome is a refined and practical conceptual framework for understanding the influencers of school belonging, drawing upon crucial contributions in the field. This framework, synthesizing insights and findings, provides actionable considerations for educational practices and policies that reflect the multidimensional, dynamic, and context-related nature of school belonging.

Author

• Kelly-Ann Allen, Monash University