School belonging and the role of social and emotional competencies in fostering an adolescent’s sense of connectedness to their school

Kelly Allen, Dianne Vella-Brodrick, Lea Waters

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

19 Citations (Scopus)

Abstract

The literature on school belonging is not well advanced in Australia and is complicated by a disparity in terminology (e.g., school belonging has been referred to as school connectedness, school bonding, affiliation with school, school community). Nevertheless, there is a common understanding that school belonging is vital and necessary for the social and emotional well-being of adolescence. This chapter will present a general overview of school belonging and associated empirical studies, present findings of a meta-analysis that has investigated the relationship between social and emotional competencies and school belonging, and discuss practical implications for how to increase social and emotional competencies that may in turn enhance school belonging. The field of research concerned with school belonging and social and emotional competencies holds promise for future directions with respect to the applied impact in schools.

Original languageEnglish
Title of host publicationSocial and Emotional Learning in Australia and the Asia-Pacific
Subtitle of host publicationPerspectives, Programs and Approaches
EditorsErica Frydenberg, Andrew J. Martin, Rebecca J. Collie
Place of PublicationSingapore Singapore
PublisherSpringer
Pages83-99
Number of pages17
Edition1st
ISBN (Electronic)9789811033940
ISBN (Print)9789811033933
DOIs
Publication statusPublished - 2017
Externally publishedYes

Keywords

  • Belonging
  • School belonging
  • School connectedness
  • Social and emotional competencies
  • Social and emotional learning

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