Stephen Mitchell

See the purpose here:
https://stephenamitchell.wordpress.com/2020/05/04/research-journal-the-first-step/

Throughout this week I have been reading and writing about belonging and how having a sense of belonging can be a powerful motivator in different ways.  In detail, I have explored two papers – one looking at this from the perspective of online blended learning and another looking at it in the context of retention in healthcare settings.  Although I didn’t blog about it, in the second paper, the importance of acclimatising to a new role through well-crafted induction and mentoring is key to achieving a sense of belonging.  But what happens when this isn’t possible?  Not every position will have a suitable mentor available – I’m thinking more leadership roles now.  This then led me to think about the school experience for teachers and students – what does acclimatisation look like for them – and is there an impact that a sense of belonging could have on attainment.

Inevitably, I fell into a bit of a research rabbit hole here.  And four hours later – here is what I’ve found:

A 2018 study found that low attaining students achieved well when their sense of belonging was greater (Abdollahi and Noltemeyer).  This was backed up with a body of literature discussing the associations between a sense of belonging and academic achievement.  This all seems logical.  However, when delving a little deeper, some of the existing literature bases did not agree on a definition for this in the adolescent education sector which makes them incomparable.  As an example, it becomes more complex when considering belonging from different viewpoints – those with SEND needs, those with complex medical needs, those with varied socioeconomic barriers etc.  It really isn’t possible, from the papers which I have read, to agree on what this looks like and how to achieve it.  Furthermore, the papers all explore different environments in different ways and from my earlier reading it is clear that the environment has a major impact on belonging.

On a more general level, the Wingspread Declaration (2004) defines it as a feeling which is a byproduct of those in the setting caring about your learning.  For me, this can be adapted across all groups to be successful and could easily be a guiding principle for educators.

Through searching literature, the only definable strategies to improve belonging in schools were again found in the Wingspread Declatation (2004):

As an educator, it’s easy to think that this is obvious.  However, I’m always surprised when I read or witness practice in other settings.  It’s not always obvious.

When going back to my original question, there are really too many variables in the definition to draw a straight answer here.  However, all literature draws to the same conclusion that by fostering a greater sense of belonging, one could expect that the environment is then conducive to greater academic achievement.  There is a small body of evidence to suggest that learners from ‘non-native’ backgrounds benefit most academically from a sense of belonging.

For me to understand this at a deeper level, I am going to need to build in some time to review and explore the different methodologies for data collection and presentation.  Particularly in the two universities directed papers this week, I have found this a challenge.

If anyone stumbles across this, do pop me an email 2391153@dundee.ac.uk with any of your super suggestions.  I’m always learning.

References:

Abdollahi, A. and Noltemeyer, A. (2018) ‘Academic hardiness: Mediator between sense of belonging to school and academic achievement?’, The Journal of Educational Research, 111(3), pp. 345-351.

Allen, K.-A. and Bowles, T. (2012) ‘Belonging as a Guiding Principle in the Education of Adolescents’, Australian Journal of Educational and Developmental Psychology, 12, pp. 108-119.