Fostering Belonging in TK-12 Classrooms Through Peacebuilding and Peacekeeping Practices

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Restorative and Peaceful Practices for Belonging and Relationship Building With Racially and Linguistically Diverse Students (Table 11)

Abstract

Students’ sense of belonging in schools is positively connected to learning and well-being outcomes. This study investigates the impact of peacebuilding and peacekeeping practices on students in a TK-12 district: community circles build relationships and foster a sense of belonging among students; peer mediation empowers students to resolve conflicts independently, promoting a peaceful and respectful school environment. Voices of students in grades 4-12 and school staff reveal these practices positively impact social cohesion, academic learning, and student agency. Students reported increased feelings of belonging and improved peer relationships, while academic outcomes, particularly for English learners, showed significant improvement. The study underscores the need for trauma-informed professional learning and leveraging policy to foster positive school climates and student well-being.

Author

• Dayna Lynn Mitchell, California State Polytechnic University - Pomona