Pupil Perspectives of School Belonging in a Specialist School Setting
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| Title: | Pupil Perspectives of School Belonging in a Specialist School Setting |
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| Language: | English |
| Authors: | Stefanie Pearce, Daisy Loyd (ORCID |
| Source: | Emotional & Behavioural Difficulties. 2025 30(1-2):58-73. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Sense of Belonging, Special Schools, Attachment Behavior, Educational Environment, Trauma Informed Approach, Adoption, Children, Adolescents, Trauma, Self Concept, Positive Reinforcement, Mental Health |
| DOI: | 10.1080/13632752.2025.2474807 |
| ISSN: | 1363-2752 1741-2692 |
| Abstract: | School belonging is widely researched in mainstream school settings. However, not much is known about school belonging in specialist school settings or from the perspectives of children and young people (CYP) who are looked after or adopted. An interpretative case study design collected perspectives of school belonging from CYP who are looked after or adopted. Data were collected through a school belonging questionnaire and materials to support semi-structured interviews. Data analysis used reflexive thematic analysis. Analysis suggested CYP experienced school belonging in a specialist setting. Four themes characterised belonging: attachment to people and place; part of a community; free to be their own person; and affirmation. It is proposed that these themes were supported by trauma-informed practices. Implications about how the research informs concepts of school belonging and how school belonging can be enabled for CYP who are looked after or adopted as well as more broadly are considered. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502438 |
| Database: | ERIC |
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| Abstract: | School belonging is widely researched in mainstream school settings. However, not much is known about school belonging in specialist school settings or from the perspectives of children and young people (CYP) who are looked after or adopted. An interpretative case study design collected perspectives of school belonging from CYP who are looked after or adopted. Data were collected through a school belonging questionnaire and materials to support semi-structured interviews. Data analysis used reflexive thematic analysis. Analysis suggested CYP experienced school belonging in a specialist setting. Four themes characterised belonging: attachment to people and place; part of a community; free to be their own person; and affirmation. It is proposed that these themes were supported by trauma-informed practices. Implications about how the research informs concepts of school belonging and how school belonging can be enabled for CYP who are looked after or adopted as well as more broadly are considered. |
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| ISSN: | 1363-2752 1741-2692 |
| DOI: | 10.1080/13632752.2025.2474807 |
