Student-Identified Practices for Improving Belonging in Australian Secondary Schools: Moving beyond COVID-19

Autor/inn/en	Allen, Kelly-Ann; Berger, Emily; Reupert, Andrea; Grove, Christine; May, Fiona; Patlamazoglou, Lefteris; Gamble, Nick; Wurf, Gerald; Warton, William
Titel	Student-Identified Practices for Improving Belonging in Australian Secondary Schools: Moving beyond COVID-19
Quelle	In: School Mental Health, 15 (2023) 3, S.927-939 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allen, Kelly-Ann) ORCID (Reupert, Andrea) ORCID (May, Fiona) ORCID (Wurf, Gerald)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-023-09596-9
Schlagwörter	Foreign Countries; Secondary School Students; Secondary Schools; Group Membership; Student Attitudes; School Closing; Pandemics; COVID-19; Educational Practices; Teacher Role; Classroom Techniques; Social Support Groups; Emotional Experience; Learning; Interpersonal Relationship; Inclusion; Student Diversity; Student Needs; Australia + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Sekundarschule; Gruppenzugehörigkeit; Schülerverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Bildungspraxis; Lehrerrolle; Klassenführung; Social support; Soziale Unterstützung; Lernen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Inklusion; Australien
Abstract	Despite a strong body of evidence demonstrating the importance of school belonging across multiple measures of wellbeing and academic outcomes, many students still do not feel a sense of belonging to their school. Moreover, school closures caused by COVID-19 lockdowns have exacerbated challenges for developing a student's sense of school belonging. The current study used closed- and open-ended survey questions to explore student perspectives of practices influencing belonging in a sample of 184 Australian secondary school students. Thematic analysis of student responses to open-ended survey questions yielded four themes related to teacher-level practices influencing student belonging: emotional support, support for learning, social connection, and respect, inclusion and diversity. The implications of these findings are discussed, and strategies are suggested for implementing these student-identified practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01