Student success and wellbeing in school have become the perennial goals in good quality education. However, the latter seems to always be in the shadow of the former. Most countries have developed a metric approach to measuring educational quality in schools. This is seen as progress by many governments, however the Editors of this book and many commentators, regard this view of progress as, if we are kind, requiring some additional development. Or if we were to stretch to the more impolite version – this view of progress is bordering on the unhinged. For many students the school experience can be positively or negatively life changing. Success in education is much wider than the measurable. There has to be a recognition that school belonging is as important an aspect of schools as any set of academic results. The editors and authors of this book highlight the importance of wellbeing in school and the absolute necessity to feel a sense of belonging in school. Maslow’s Hierarchy of Needs tells us that belonging is a fundamental psychological necessity in order for us to function effectively. School can be a microcosm of life and for those compulsory years of education, belongingness in school is (almost) the food and water of psychological wellbeing.
This book presents recent international scholarly research and discourse on the topic of school belonging. This book not only offers a space for researchers and scholars interested in school belonging to present their work, but for an audience interested in this field to draw knowledge from reputable sources of work. Low rates of school belonging reported by students in school and university settings remain a pressing global concern. With knowledge of the benefits of belonging to school and groups-especially in respect to long and short term physical and psychological health outcomes and not limited to academic achievement, contributors of this book provide valuable insights into how the field can be progressed and enhanced for future generations.
This text is derived from a widely popular special issue for The Educational and Developmental Psychologist (for more information: http://journals.cambridge.org/action/displayJournal?jid=EDP). Both authors of this proposal were guest editors of the special issue and the latter is the former Editor in Chief of the journal. Specifically, the following chapters were adapted from the special issue for the purpose of this text:
Chapter 1, The varied pathways to belonging by Allen and Boyle;
Chapter 2, A historical account of school belonging: understanding the past and providing direction for the future by Slaten, Allen, Ferguson, Vella-Brodick and Waters;
Chapter 3, Student and staff perspectives on school connectedness by Gowing and Jackson;
Chapter 4, Perceptions of School Climate: The role of extracurricular Activities by Coker, Martinez, McMahon, Cohen and Thapa;
Chapter 5, Does including school belonging measures enhance complete mental health screening in schools? by Moffa, Dowdy, and Furlong;
Chapter 6, “This reminds me of my country”: Exploring experiences of belonging at school for young children with refugee backgrounds, by Due, Riggs and Augoustinos; and
Chapter 11, Rethinking school belonging: A socio-ecological framework by Allen, Vella-Brodrick and Waters.