About the Book
School belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning. This book is the most comprehensive compendium of its kind on the topic of school belonging. A foreword by Professor John Hattie of The University of Melbourne sets the scene for an engaging look at how school belonging is quintessential in contemporary schooling.
Contributors are: Kelly-Ann Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Vicki McKenzie, Susan Dvorak McMahon, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.
Table of Contents:
Foreword
John Hattie
Preface
Acknowledgements
List of Figures and Tables
1. The Varied Pathways to Belonging: An Introduction to School Belonging
Kelly-Ann Allen and Christopher Boyle
Part 1: The History and Future of School Belonging
2. A Historical Account of School Belonging: Understanding the Past and Providing Direction for the Future
Christopher D. Slaten, Kelly-Ann Allen, Jonathan K. Ferguson, Dianne Vella-Brodrick and Lea Waters
Part 2: Current Research on School Belonging
3. Student and Staff Perspectives on School Connectedness
Annie Gowing and Alun C. Jackson
4. Perceptions of School Climate: The Role of Extracurricular Activities
Crystal Coker, Andrew Martinez, Susan D. McMahon, Jonathan Cohen and Amrit Thapa
5. Does Including School Belonging Measures Enhance Complete Mental Health Screening in Schools?
Kathryn Moffa, Erin Dowdy and Michael J. Furlong
6. “This Reminds Me of My Country”: Exploring Experiences of Belonging at School for Young Children with Refugee Backgrounds
Clemence Due, Damien W. Riggs and Martha Augoustinos
7. The Relationship between School Connectedness, Family Functioning, and Resilience
Victoria L. McKenzie and Jessica J. E. Smead
Part 3: Contemporary Issues for School Belonging
8. The Role of Belongingness in International Students’ Acculturation Process
Bini Sebastian and Christopher D. Slaten
9. Belief, Belonging and the Role of Schools in Reducing the Risk of Home-Grown Extremism
Sue Roffey and Christopher Boyle
10. School Belonging and Successful Transition Practice: Academic Self-Concept and Achievement Motivation in Primary School Students
Daniel Mays, Sebastian Franke, Franka Metzner, Christopher Boyle, Divya Jindal-Snape, Lisa Schneider, Holger Zielemanns, Silke Pawils and Michelle Wichmann
Part 4: Interventions for School Belonging
11. Rethinking School Belonging: A Socio-Ecological Framework
Kelly-Ann Allen, Dianne Vella-Brodrick and Lea Waters
12. The Path Least Followed: Moving into the Future of School Belonging Research and towards Clearer Interventions
Christopher Boyle and Kelly-Ann Allen
About the Contributors
About the Author :
Kelly-Ann Allen, Ph.D. (2015), Melbourne Graduate School of Education, The University of Melbourne, is an endorsed Educational and Developmental Psychologist and Fellow of the University of Melbourne. She is nationally and internationally recognised both as a researcher and practitioner in social connectedness and school belonging and for her translation of this expertise within educational and community contexts. Dr. Allen has published extensively in the field of school belonging, including School Belonging in Adolescents: Theory, Research, and Practice (Springer, 2017).
Christopher Boyle, Ph.D. (2009), Dundee, is based at the Graduate School of Education, University of Exeter. He is an Associate Professor of Educational Psychology and the Director of Doctoral Studies. Professor Boyle has been an education and psychology practitioner for over 20 years and has published extensively in the areas of educational psychology and inclusive education.
Review :
´´This book should be key reading for students of education, for teachers and pastoral staff, school and college leadership teams, including SENDCos, and for education policymakers at all levels of government.´´
- Dominic Griffiths, Manchester Metropolitan University, Support for Learning, 35 (1), 121-122
´´There is repeated recognition in this book of the need to question the universal validity of theory derived from a limited community. If only such humility were more commonly found. In consequence the book, which inevitably is almost entirely derived from work in national systems, forms
a rich resource and a valuable tool for any practitioner or researcher in international education.´´
- Richard Pearce, International Education Consultant, in Journal of Research in International Education, 19(2), 176-179
