Engaging Marginalized, "At-Risk" Middle-Level Students: A Focus on the Importance of a Sense of Belonging at School

Autor/inn/en	Pendergast, Donna; Allen, Jeanne; McGregor, Glenda; Ronksley-Pavia, Michelle
Titel	Engaging Marginalized, "At-Risk" Middle-Level Students: A Focus on the Importance of a Sense of Belonging at School
Quelle	In: Education Sciences, 8 (2018), Artikel 138 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pendergast, Donna) ORCID (Allen, Jeanne) ORCID (McGregor, Glenda) ORCID (Ronksley-Pavia, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Disadvantaged; Adolescents; Learner Engagement; At Risk Students; Middle School Students; Foreign Countries; Sense of Community; Student School Relationship; Grade 6; Grade 7; Grade 8; Grade 9; Australia + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Schüler-Lehrer-Beziehung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Australien
Abstract	The philosophy of middle level education is to intentionally create a learning environment that supports every young adolescent. The literature around engagement points to the need for students to experience (among other requirements) a sense of belonging at school (SOBAS). When the need for belonging is not achieved there may be significant consequences, including an impact on intellectual performance, and hence, learning potential may not be achieved. For students with marginalized identities, an intensification of factors that create challenges places them at-risk of disengaging and their sense of belonging at school is more likely to be compromised. Nurturing SOBAS is positively associated with the retention of students who are at-risk of dropping out of, thereby being an aspirational goal of education. Methods: The findings of a systematic literature review related to young adolescents and the importance of SOBAS forms a focused literature base. We highlight findings from a study that explored the effectiveness of engagement strategies for marginalized students in one educational jurisdiction in Australia. Data in the form of a series of interviews and focus groups conducted with 25 students, 25 of their teachers, and 39 school leaders provides a rich data set for thematic content analysis. Inductive analysis and in vivo coding led to a framework that summarized each of the sub-group data sets to convey emergent themes. Results: Five themes related to SOBAS emerged from the data: (a) Relationships in School; (b) School Climate; (c) Pedagogical Practices; (d) Specific Programs and Activities; and (e) Other Issues, mainly variables such as family, mental health, trauma and poverty that impacted on a student's SOBAS. Conclusion: The systematic literature review and the findings of the empirical study presented in this paper highlight aspects of SOBAS that can be formalized into a series of strategies to increase retention of marginalized students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01