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Student Belonging in Focus: Bridging Research, Theory, and Practice with Contextual Relevance to Enhance Well-Being and Academic Outcomes

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Handbook of Positive School Psychology

Part of the book series: Advances in Mental Health and Addiction ((AMHA))

Abstract

This chapter on school belonging provides a comprehensive examination of the theoretical underpinnings and practical perspectives surrounding this multifaceted construct. It introduces the various theories that have informed school belonging research, emphasizing the predominant influence of Bronfenbrenner’s bioecological model. Through the lens of this model, the chapter explores the dynamic interplay of individual, interpersonal, institutional, and cultural factors that affect a student’s sense of belonging. It also discusses the role of individual characteristics, relationships, school structure, and societal context in sha** students’ experiences of belonging. The chapter further illustrates these concepts through the Rainbow Model of School Belonging and the Integrative Framework of Belonging, which highlight the temporal, dynamic nature of belonging, and the varying factors contributing to high or low levels of school belonging. The second part of the chapter focuses on the practical perspectives of school belonging, highlighting research-based strategies that foster a sense of connection and attachment within the school community. It presents practices that can enhance belonging, including the promotion of positive relationships, student voice and agency, and mental health support. Insights from a meta-analysis are discussed, emphasizing the importance of individual and microlevel factors in enhancing school belonging. The chapter also reviews interventions aimed at improving students’ sense of belonging, noting their effectiveness and the need for high-quality studies in this area. The chapter concludes by asserting the critical role of school belonging research in creating environments that enhance student engagement, well-being, and academic success. It advocates for student involvement, ongoing research, and collaboration to continuously refine evidence-based practices that promote school belonging across educational settings.

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Authors and Affiliations

  1. School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, VIC, Australia

    Kelly-Ann Allen & Ebony D’Argenio

  2. Centre for Wellbeing Science, Faculty of Education, University of Melbourne, Parkville, VIC, Australia

    Kelly-Ann Allen & Margaret L. Kern

  3. College of Education and Human Development, University of Missouri, Columbia, MO, USA

    Christopher Slaten

  4. Department of Psychological Counselling and Guidance, Mehmet Akif Ersoy University, Burdur, Türkiye

    Gökmen Arslan

  5. Centre for Wellbeing, University of Melbourne, Melbourne, Melbourne, Australia

    Gökmen Arslan

  6. School of Education, Durum University, Durham, UK

    Jonathan Reardon

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  1. Kelly-Ann Allen
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  2. Margaret L. Kern
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  4. Ebony D’Argenio
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  5. Gökmen Arslan
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Editor information

Editors and Affiliations

  1. Department of Psychological Counselling and Guidance, Mehmet Akif Ersoy University, Burdur, Türkiye

    Gökmen Arslan

  2. Department of Psychology, Faculty of Science and Letters Agri Ibrahim Cecen University, Ağrı, Türkiye

    Murat Yıldırım

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Allen, KA., Kern, M.L., Slaten, C., D’Argenio, E., Arslan, G., Reardon, J. (2024). Student Belonging in Focus: Bridging Research, Theory, and Practice with Contextual Relevance to Enhance Well-Being and Academic Outcomes. In: Arslan, G., Yıldırım, M. (eds) Handbook of Positive School Psychology. Advances in Mental Health and Addiction. Springer, Cham. https://doi.org/10.1007/978-3-031-54295-4_5

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