School belonging as an essential component of positive psychology in schools

Kelly-Ann Allen, Christopher Boyle, Denise Wong, Rebecca G. Johnson, Fiona S. May

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

Abstract

Research on school belonging applies the well-established understanding that we have a fundamental need to belong, to gain knowledge that students are a part of an adaptive, ephemeral, and complex school environment. This chapter sets out the fundamentals of school belonging and its link to positive school psychology and also incorporates a rapid literature review of the literature to summarise the main practice elements which are fundamental to school belonging. This is analysed alongside a short case study bringing forth the key point of the importance of teachers in effective school belonging strategies in order to support students. The preventative and proactive focus of belonging research and discourse, alongside the associated approaches and interventions of fostering school belonging, makes it an area of emerging interest within the field of positive psychology. School belonging has been identified as an impactful factor in student well-being, mental health, academic outcomes, and prosocial behaviours. This chapter provides a review of the research and understanding of school belonging with a focus on applied implications for assessment and intervention.
Original languageEnglish
Title of host publicationApplied Positive School Psychology
EditorsAndrea Giraldez-Hayes, Jolanta Burke
Place of PublicationAbingdon UK
PublisherRoutledge
Chapter16
Pages159-172
Number of pages14
Edition1st
ISBN (Electronic)9781003228158
ISBN (Print)9781032132051, 9781032132068
DOIs
Publication statusPublished - 2023

Cite this