Students' Perspectives on Fostering a Sense of School Belonging in Greece: Moving beyond COVID-19
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| Title: | Students' Perspectives on Fostering a Sense of School Belonging in Greece: Moving beyond COVID-19 |
|---|---|
| Language: | English |
| Authors: | Lara Tate, Kelly-Ann Allen (ORCID |
| Source: | Journal of School Health. 2024 94(12):1174-1184. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Student Attitudes, Sense of Community, COVID-19, Pandemics, Secondary School Students, Influences |
| Geographic Terms: | Greece |
| DOI: | 10.1111/josh.13529 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: Students' sense of school belonging is important for mental health, physical health, and academic performance. However, some students do not feel as though they belong in their schools. This study investigated Greek secondary school students' perspectives on practices that enhanced their sense of belonging during the COVID-19 pandemic. Method: An online survey used open-ended questions to explore the views of 226 Greek secondary school students. Results: Thematic analysis identified four teacher-level practice themes: communication and understanding, respect and inclusion, support to become involved in the school community, and classroom structure. Four school-level practice themes were identified: support and inclusion, psychological support and career guidance, improved school facilities and safety, and activities and opportunities for social connections. Implications for School Health Policy, Practice, and Equity: Teacher communication that fostered belonging included being approachable, understanding, and caring. Students valued inclusion, safety, and equality. Extracurricular activities and workshops strengthened belonging at school. Group work, creative lessons, and at the school-level, opportunities for social connection, were also important for developing a sense of belonging. Conclusions: By understanding different level factors linked to school belonging, schools and policymakers can better identify effective and appropriate practices that improve student belonging. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455435 |
| Database: | ERIC |
| Abstract: | Background: Students' sense of school belonging is important for mental health, physical health, and academic performance. However, some students do not feel as though they belong in their schools. This study investigated Greek secondary school students' perspectives on practices that enhanced their sense of belonging during the COVID-19 pandemic. Method: An online survey used open-ended questions to explore the views of 226 Greek secondary school students. Results: Thematic analysis identified four teacher-level practice themes: communication and understanding, respect and inclusion, support to become involved in the school community, and classroom structure. Four school-level practice themes were identified: support and inclusion, psychological support and career guidance, improved school facilities and safety, and activities and opportunities for social connections. Implications for School Health Policy, Practice, and Equity: Teacher communication that fostered belonging included being approachable, understanding, and caring. Students valued inclusion, safety, and equality. Extracurricular activities and workshops strengthened belonging at school. Group work, creative lessons, and at the school-level, opportunities for social connection, were also important for developing a sense of belonging. Conclusions: By understanding different level factors linked to school belonging, schools and policymakers can better identify effective and appropriate practices that improve student belonging. |
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| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.13529 |
