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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 0000-0002-6813-0034), Emily Berger (ORCID 0000-0001-5550-807X), Christine Grove (ORCID 0000-0002-0528-2620), Fiona May, Lefteris Patlamazoglou (ORCID 0000-0003-2514-8362), Nicholas Gamble, Gerald Wurf (ORCID 0000-0003-1459-6223), William Warton, Andrea Reupert (ORCID 0000-0003-1447-7769)
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
FullText Text:
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  Data: Students' Perspectives on Fostering a Sense of School Belonging in Greece: Moving beyond COVID-19
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Lara+Tate%22">Lara Tate</searchLink><br /><searchLink fieldCode="AR" term="%22Kelly-Ann+Allen%22">Kelly-Ann Allen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6813-0034">0000-0002-6813-0034</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+Berger%22">Emily Berger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5550-807X">0000-0001-5550-807X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christine+Grove%22">Christine Grove</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0528-2620">0000-0002-0528-2620</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fiona+May%22">Fiona May</searchLink><br /><searchLink fieldCode="AR" term="%22Lefteris+Patlamazoglou%22">Lefteris Patlamazoglou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2514-8362">0000-0003-2514-8362</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicholas+Gamble%22">Nicholas Gamble</searchLink><br /><searchLink fieldCode="AR" term="%22Gerald+Wurf%22">Gerald Wurf</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1459-6223">0000-0003-1459-6223</externalLink>)<br /><searchLink fieldCode="AR" term="%22William+Warton%22">William Warton</searchLink><br /><searchLink fieldCode="AR" term="%22Andrea+Reupert%22">Andrea Reupert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1447-7769">0000-0003-1447-7769</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Health%22"><i>Journal of School Health</i></searchLink>. 2024 94(12):1174-1184.
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  Data: 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
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  Data: Y
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  Data: 11
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  Data: 2024
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Community%22">Sense of Community</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink>
– Name: DOI
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  Data: 10.1111/josh.13529
– Name: ISSN
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  Data: 0022-4391<br />1746-1561
– Name: Abstract
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  Data: 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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  Data: 2025
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