View in EDS HTML Full Text PDF Full Text

Pupil Perspectives of School Belonging in a Specialist School Setting

Saved in:
Bibliographic Details
Title: Pupil Perspectives of School Belonging in a Specialist School Setting
Language: English
Authors: Stefanie Pearce, Daisy Loyd (ORCID 0000-0003-0902-6250)
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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwH1lsEmTbtR04HZp05v_LUNAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDISzdCDsVlqZR6wN3AIBEICBmuVJ4EOhr0jjcEeSjrVj5f3sckgj3M1CHLZixdY7N7J3ujjmENvFD4d9tE2Ardvx_n98gur3YI2rpaIdkgC_s0-ARMqATvezVmfBfdu0xRl6aReD1VbZRgGqY6xiXCNC2bD-BW6i3qrShazvbCZd61ytAP0hIVAj431dhyKbY7gd2xQ-JfvcfVwmuQqsYloCC2zoUlGQiqcOCQY=
Text:
  Availability: 1
  Value: <anid>AN0186728837;grv01mar.25;2025Jul21.06:45;v2.2.500</anid> <title id="AN0186728837-1">Pupil perspectives of school belonging in a specialist school setting </title> <p>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.</p> <p>Keywords: School belonging; trauma-informed; pupil voice; specialist school; adoption</p> <hd id="AN0186728837-2">Introduction</hd> <p>School belonging is viewed as a basic psychological need necessary for a positive learning experience and a further measure of academic, psychological, and social success (Beck and Malley [<reflink idref="bib9" id="ref1">9</reflink>]; Finn [<reflink idref="bib30" id="ref2">30</reflink>]; Goodenow and Grady [<reflink idref="bib33" id="ref3">33</reflink>]; Oyserman [<reflink idref="bib54" id="ref4">54</reflink>]; Slaten et al. [<reflink idref="bib65" id="ref5">65</reflink>]). Considering the modern challenges facing children and young people (CYP), the role of schools in promoting 'belongingness' to help improve emotional wellbeing is significant (Jones et al. [<reflink idref="bib41" id="ref6">41</reflink>]).</p> <p>This current study explored school belonging in an independent specialist school, Robinswood, for CYP (aged 7–18) with social and emotional mental health differences (SEMH) often as a result of developmental trauma (DT). DT refers to repeated, early exposure to traumatic events often irretrievably disrupting primary attachments. It is an inability to regulate internal states and the avoidance/disconnection of internal thoughts and feelings (Van der Kolk [<reflink idref="bib75" id="ref7">75</reflink>]).</p> <p>At Robinswood, students' developmental vulnerabilities are supported by a trauma-informed (TI) approach: a collective response to the needs of CYP and an understanding of how trauma manifests (Cole et al. [<reflink idref="bib23" id="ref8">23</reflink>]). Furthermore, a relational approach is key at Robinswood to support the claim that relationships are the necessary anchor to spark learning (Bombèr [<reflink idref="bib12" id="ref9">12</reflink>]; Treisman [<reflink idref="bib71" id="ref10">71</reflink>]). The literature review will show that this is one of the first studies to explore the voices of CYP with DT at a specialist school who may be disempowered by their trauma and their voices marginalised. Voices that should be heard to help provide and improve the right to educational services and care; a mandatory right if the lives of children are to be improved (UNICEF [<reflink idref="bib73" id="ref11">73</reflink>]).</p> <hd id="AN0186728837-3">School belonging</hd> <p>The relationship between school belonging and positive school experience and outcomes is acknowledged by the Head of Campaigns and Advocacy at UNICEF, Benjamin Perks, who suggests its importance is even more profound. In conversation with Cherry, he notes, 'the absence of childhood belonging and connection to be as devastating as poverty or social exclusion' (Cherry [<reflink idref="bib21" id="ref12">21</reflink>], 205). Perks stressed the importance of an international conversation and a 'population-level response', (<reflink idref="bib207" id="ref13">207</reflink>) as seen in TI schools and communities. In support of TI practices, research findings indicate early exposure to rich relational environments can positively enhance a child's developmental outcome (Hambrick et al. [<reflink idref="bib36" id="ref14">36</reflink>]; Templeton, McGlade, and Fitzsimons [<reflink idref="bib69" id="ref15">69</reflink>]). These optimistic findings highlight the aim of the current study: to contribute to school belonging research by exploring the perspectives of CYP with DT to help improve future outcomes and services.</p> <p>School belonging research revealed extensive discussion around its concept, terminology, and definitions (Allen et al. [<reflink idref="bib6" id="ref16">6</reflink>]; Halse [<reflink idref="bib35" id="ref17">35</reflink>]; Slaten et al. [<reflink idref="bib65" id="ref18">65</reflink>]). First, a juxtaposition in defining its concept: context (Allen, Vella-Brodrick, and Waters [<reflink idref="bib3" id="ref19">3</reflink>]) versus relational (Allen et al. [<reflink idref="bib6" id="ref20">6</reflink>]). The contextual definition is more aligned to the 'bioecological systems theory' (Bronfenbrenner and Ceci [<reflink idref="bib17" id="ref21">17</reflink>]) with the recognition that all elements of a social world can impact a child's daily functioning. Furthermore, it is recognised that individuals are not created in isolation but informed by the norms and values of their context (Osterman [<reflink idref="bib52" id="ref22">52</reflink>]). The latter definition includes the security to be yourself through relationships with others as a relational framework continues to receive support (Beck and Malley [<reflink idref="bib9" id="ref23">9</reflink>]; Osterman [<reflink idref="bib52" id="ref24">52</reflink>]; Rose and Shevlin [<reflink idref="bib60" id="ref25">60</reflink>]).</p> <p>Two definitions of school belonging, positioned within a relational framework (in line with the ethos of Robinswood) are considered in this study. 'That sense of being somewhere you can be confident that you will fit in and be safe in your identity: a feeling of being at home in a place' (Riley, Allen, and Coates [<reflink idref="bib59" id="ref26">59</reflink>], 2), And Goodenow ([<reflink idref="bib32" id="ref27">32</reflink>], 80): 'the extent to which students feel personally accepted, respected, included, and supported by others'. Identity is a feature of interest in this research as throughout life individuals strive to realise a coherent concept of themselves (Tajfel [<reflink idref="bib68" id="ref28">68</reflink>]) starting when infants construct a sense of self through their interactions with caregivers (D'Andrea et al. [<reflink idref="bib27" id="ref29">27</reflink>]). This may become compromised through poor attachment and adverse experiences resulting in further vulnerability for a CYP sense of belonging. As CYP with DT may experience an altered or disrupted sense of self (D'Andrea et al. [<reflink idref="bib27" id="ref30">27</reflink>]) this makes it challenging to 'be safe in your identity' as defined in Riley, Allen, and Coates ([<reflink idref="bib59" id="ref31">59</reflink>]).</p> <hd id="AN0186728837-4">Absent voices</hd> <p>While research on the positive impact of pupil voice is burgeoning (Hickinbotham and Soni [<reflink idref="bib39" id="ref32">39</reflink>]), studies mostly feature pupils (with or without SEND) in mainstream settings (Cullinane [<reflink idref="bib26" id="ref33">26</reflink>]; Rose and Shevlin [<reflink idref="bib60" id="ref34">60</reflink>]). School belonging research with CYP with DT is scarce; although studies on belonging are emerging with refugees who by the very nature of their plight may have been exposed to DT (Riley [<reflink idref="bib58" id="ref35">58</reflink>]). However, what is not commonplace in the literature is research with CYP with DT who attend a specialist school. The participants in the present study are adopted, with one LAC and one special guardianship order child (SGO) all with SEMH differences. While studies have explored the educational experiences of children who are adopted (Best, Cameron, and Hill [<reflink idref="bib11" id="ref36">11</reflink>]; Koenka et al. [<reflink idref="bib42" id="ref37">42</reflink>]; Templeton, McGlade, and Fitzsimons [<reflink idref="bib69" id="ref38">69</reflink>]) and the voice of the CYP under a SGO (Ramoutar [<reflink idref="bib57" id="ref39">57</reflink>]) these studies are in the minority. There is still a paucity of research that includes marginalised voices (Crowley [<reflink idref="bib25" id="ref40">25</reflink>]; Ramoutar [<reflink idref="bib57" id="ref41">57</reflink>]; Stother, Woods, and McIntosh [<reflink idref="bib67" id="ref42">67</reflink>]) and the voices of CYP with SEMH differences (Nind, Boorman, and Clarke [<reflink idref="bib49" id="ref43">49</reflink>]).</p> <p>A further voice, largely absent, is the adopter (Best, Cameron, and Hill [<reflink idref="bib11" id="ref44">11</reflink>]). A review of post-adoption support in educational settings discovered professionals were the main respondents (Stother, Woods, and McIntosh [<reflink idref="bib67" id="ref45">67</reflink>]). This study includes caregiver perspectives from the perspectives of their child.</p> <p>The voice of the adoptee is pertinent as most government legislation focuses on LAC rather than CYP who are adopted (Stother, Woods, and McIntosh [<reflink idref="bib67" id="ref46">67</reflink>]) – an important point as the UK's Department for Education (DfE [<reflink idref="bib28" id="ref47">28</reflink>]) report that CYP who are LAC <emph>or</emph> adopted begin school disadvantaged by their pre-care experiences. In addition, CYP who are adopted are more likely to be identified with additional learning needs than their peers (DfE [<reflink idref="bib28" id="ref48">28</reflink>]) which is significant as results indicate that pupils with SEND display lower levels of school belonging than mainstream peers (Cullinane [<reflink idref="bib26" id="ref49">26</reflink>]). In 2024, Adoption UK ([<reflink idref="bib2" id="ref50">2</reflink>]) reported that as many as half of CYP who are adopted are missing school or unable to take part in lessons. Goodenow ([<reflink idref="bib32" id="ref51">32</reflink>]) stated the need for research into psychological belonging for CYP whose school placements were at risk.</p> <p>TI methods have gradually emerged in education in the last decade (Long [<reflink idref="bib44" id="ref52">44</reflink>]) and research suggests that an increased awareness of TI approaches may help support the most vulnerable CYP (Herrenkohl, Hong, and Verbrugge [<reflink idref="bib38" id="ref53">38</reflink>]). In 2018 the DfE endorsed a TI approach in UK schools (Brown [<reflink idref="bib19" id="ref54">19</reflink>]). This (inter)national movement to create TI educational settings (Overstreet and Chafouleas [<reflink idref="bib53" id="ref55">53</reflink>]) followed the six core TI principles outlined by the Substance Abuse and Mental Health Services Administration (SAMHSA [<reflink idref="bib61" id="ref56">61</reflink>]). One principal – empowerment: voice and choice – is critical to this study.</p> <hd id="AN0186728837-5">Aim of the present study</hd> <p>Literature searches indicate that this is a seminal and unique study through gaining perspectives from CYP who are looked after or adopted and attend a specialist TI setting. This study gathered the perspectives of CYP to seek to understand what school belonging meant to them and their caregivers.</p> <p>The research explored the following:</p> <p></p> <ulist> <item> How was a sense of belonging portrayed by participants?</item> <p></p> <item> What did pupils think was important in a school for them?</item> <p></p> <item> What did caregivers think was important in a school for their child?</item> <p></p> <item> How does this information inform educational research and practice?</item> </ulist> <hd id="AN0186728837-6">Materials and methods</hd> <p>To consider a sense of school belonging from the perspectives of pupils and their caregivers, a multiple case study design was employed which allowed exploration across the cases (Yin [<reflink idref="bib77" id="ref57">77</reflink>]). An interpretative paradigm strived to make sense of inner worlds and interpretations of emotions and ideas (Thomas [<reflink idref="bib70" id="ref58">70</reflink>]). Furthermore, a range of approaches were used; approaches that sought to promote authenticity and emancipatory participation to help capture these least heard voices (Carmel and Cooper [<reflink idref="bib20" id="ref59">20</reflink>]).</p> <p>The research followed BPS guidelines ([<reflink idref="bib15" id="ref60">15</reflink>]) and received ethical approval from the psychology and human development department at IOE, UCL's Faculty of Education and Society. An advisory committee of the head teacher, a class teacher, educational psychologist and the university supervisor supported the research(er) and helped safeguard participant vulnerability. All data was pseudonymised to protect the identity of the school and participants.</p> <p>Unintentional biases were considered (Bell and Waters [<reflink idref="bib10" id="ref61">10</reflink>]). The researcher is an adopter, has experience of interfamilial adoption and is a teacher at Robinswood which may bring an 'insider' perspective to the research (Hellawell [<reflink idref="bib37" id="ref62">37</reflink>]). In this study, the insider status could be an advantage as previous research saw adoptees suggest that non-adopted individuals could not understand what it was like to be them (Best, Cameron, and Hill [<reflink idref="bib11" id="ref63">11</reflink>]). However, unintentional biases may include inconsistent approaches towards participants (depending on familiarity), or the drawing of inferences based on prior knowledge. To help mitigate this risk the advisory committee prompted the researcher to remain open-minded and curious as in the outsider position (Morrow [<reflink idref="bib48" id="ref64">48</reflink>]).</p> <hd id="AN0186728837-7">Participants</hd> <p>Twenty-five Robinswood pupils (aged 10–18) and their caregivers, were invited to participate; fifteen CYP accepted as shown in Table 1. All had DT/SEMH differences with educational, care and health plans. Eight had at least one, diagnosed, co-occurring condition. Twenty-two caregiver questionnaires were returned – with seven CYP questionnaires completed by both carers and were analysed with the CYP data.</p> <p>Table 1. Participant demographics.</p> <p> <ephtml> <table><thead><tr><td>Participants</td><td>Gender</td><td>Age</td><td>Status</td></tr></thead><tbody><tr><td>Mitchell</td><td>M</td><td>12:02</td><td>Adopted (A)</td></tr><tr><td>Greg</td><td>M</td><td>12:01</td><td>A</td></tr><tr><td>Kristine</td><td>F</td><td>12:02</td><td>A</td></tr><tr><td>David</td><td>M</td><td>11:08</td><td>A</td></tr><tr><td>Rosie</td><td>F</td><td>12:04</td><td>A</td></tr><tr><td>Aaron</td><td>M</td><td>11:03</td><td>A</td></tr><tr><td>Lizzy</td><td>F</td><td>13:04</td><td>A</td></tr><tr><td>Imogen</td><td>F</td><td>11:11</td><td>A</td></tr><tr><td>Paul</td><td>M</td><td>12:11</td><td>A</td></tr><tr><td>Petra</td><td>F</td><td>10:09</td><td>A</td></tr><tr><td>Indy</td><td>M</td><td>10:03</td><td>A</td></tr><tr><td>Oscar</td><td>M</td><td>12:00</td><td>LAC</td></tr><tr><td>Eliza</td><td>F</td><td>12:01</td><td>A</td></tr><tr><td>Jonas</td><td>M</td><td>11:01</td><td>SGO</td></tr><tr><td>Robbie</td><td>M</td><td>10:01</td><td>A</td></tr></tbody></table> </ephtml> </p> <hd id="AN0186728837-8">Data collection methods</hd> <p>Innovation has been urged when collecting the voice of CYP – especially voices infrequently heard (Satchwell [<reflink idref="bib62" id="ref65">62</reflink>]). Therefore, a range of approaches were used to gain insight into belonging from different angles. First, The Psychological Sense of School Membership questionnaire (PSSM) (Goodenow [<reflink idref="bib32" id="ref66">32</reflink>]) was used consisting of 18 statements analysed across a five-point Likert scale. Pupils were given the option of reading the statements themselves or the researcher reading aloud. The PSSM questionnaire has three main relevant measures: connection to school, adults, and peers (Allen and Kern [<reflink idref="bib4" id="ref67">4</reflink>]) and studies support its reliability and validity as a measure of perceived belonging (Goodenow [<reflink idref="bib32" id="ref68">32</reflink>]). The researcher adapted the PSSM for caregivers which was completed independently. The adapted PSSM collected caregiver perceptions of their child's sense of school belonging with the opportunity to add commentary and consider the five most important statements to link back to the research aims. The adapted PSSM was the only instrument shared with caregivers.</p> <p>The next two instruments were familiar to some participants through school learning on emotions and communication. It was hoped that the familiarity, the low cognitive demand, and design of the resources would help elicit illustrative responses. The first out of the two used was The Blob Tree (Wilson and Long [<reflink idref="bib76" id="ref69">76</reflink>]). This resource is a simple illustration designed to explore participant feelings and emotional reactions. It enables consideration of the contextual sense of belonging through the identification of blob figures that represented how they felt in that space.</p> <p>To complete the research process, eight Therapeutic Treasure Deck Cards were shown to help participants express feelings, thoughts, experiences, and beliefs (Treisman [<reflink idref="bib71" id="ref70">71</reflink>]). The sentence completion (SC) cards helped participants to reflect on the feelings invoked by adults, what they were proud of and what they might change about school. Apart from the eye-catching accessible format of these cards, SC cards are straightforward to administer and a popular method in clinical and academic research (Piotrowski [<reflink idref="bib56" id="ref71">56</reflink>]).</p> <hd id="AN0186728837-9">Pilot study</hd> <p>Piloting took place with two participants with DT to determine the administration of the interview process and the effectiveness of the materials to facilitate discussion. Piloting found the research process too prescriptive to enable a depth of engagement. Four more SC cards were added, to extend participants' emotions and ideas such as what did they <emph>need</emph> at school. While additional follow-up questions probed definitions of community or <emph>how</emph> someone knew that they were accepted. A new question closed the interview process: 'whose school is Robinswood?' This question was included as it was deemed good practice by Ofsted ([<reflink idref="bib51" id="ref72">51</reflink>]) when it gave pupils with SEND (at a specialist college) a voice and ultimately improved their practice. The researcher in this study was interested in who the CYP saw Robinswood belonging to.</p> <hd id="AN0186728837-10">Procedure</hd> <p>The study was conducted in a familiar room and the researcher read out loud the original invitation to participate. The right to sensory breaks and to withdraw at any stage was reiterated. All participants knew the researcher. It is possible that participatory responses may have been impacted by this pre-existing relationship, but it was hoped that participants were more comfortable with a familiar adult than not. Interviews were audio-recorded (and later transcribed) which allowed the researcher to fully focus on the individual. Follow up questions to the instruments were sometimes asked which made the interview semi-structured in nature. All participation was oral apart from the colouring of blob figures. At the end, pupils were thanked for their time and advised that they could approach the researcher or a familiar adult if they had any reservations or questions about their participation.</p> <hd id="AN0186728837-11">Data analysis</hd> <p>The Likert-Scale of the PSSM assessed whether participants felt a sense of belonging. It demonstrates reliability and validity as a measure of perceived belonging with internal reliability values from.77 to.88. The 18 statements of the five-point Likert scale were summed and the mean calculated. A mean score of three or above is indicative of a positive sense of school connectedness (Goodenow [<reflink idref="bib32" id="ref73">32</reflink>]). Reflexive Thematic Analysis (RTA) helped understand what school belonging meant to participants. RTA is positioned as an analytical story waiting to be discovered (Braun and Clarke [<reflink idref="bib13" id="ref74">13</reflink>]) and was deemed an appropriate analytical fit for CYP who due to early adverse experiences have complex narratives. Braun and Clarke ([<reflink idref="bib14" id="ref75">14</reflink>]) place the onus on the researcher to immerse themselves reflexively with the six-step analytical process as shown in Figure 1.</p> <p>Graph: Figure 1. The six-step analytical process recommended by Braun and Clarke ([<reflink idref="bib14" id="ref76">14</reflink>]).</p> <hd id="AN0186728837-12">Results</hd> <p></p> <hd id="AN0186728837-13">Perceived sense of school belonging</hd> <p>The PSSM returned a positive sense of school connectedness – mean: 3.52 (CYA) and 3.58 (caregivers). The scale responses with oral and written comments consolidated a sense of school belonging. The five most important statements identified by caregivers from the scale were as follows:</p> <p></p> <ulist> <item> (<reflink idref="bib1" id="ref77">1</reflink>) My child feels like a part of the school.</item> <p></p> <item> (<reflink idref="bib7" id="ref78">7</reflink>) My child can talk to at least one teacher if they have a problem.</item> <p></p> <item> (<reflink idref="bib8" id="ref79">8</reflink>) People at school are friendly to my child.</item> <p></p> <item> (<reflink idref="bib11" id="ref80">11</reflink>) My child is treated with as much respect as other students in the school.</item> <p></p> <item> (<reflink idref="bib13" id="ref81">13</reflink>) My child can really be themselves at school</item> </ulist> <hd id="AN0186728837-14">Interpretations of school belonging</hd> <p>Using RTA, four themes were generated: <emph>attachment to people and place; being part of a community; free to be their own person, and affirmation</emph>. These themes were positioned around a central idea of belonging and gave an insight into the ingredients of school belonging at Robinswood.</p> <hd id="AN0186728837-15">Attachment to people and place</hd> <p>Attachments were interpersonal (adults ↔ peers) with thoughts of kindness, safety and trust as well as environmental with positive notions of space. Findings that indicated positive connections to each other seem to reflect Robinswood's reciprocal, relational approach and the proactive, personalised support put in place to support students such as Paul when they are 'blue' as seen in The Zones of Regulation (Kuypers [<reflink idref="bib43" id="ref82">43</reflink>]):</p> <p>SC card: My adults make me feel ...</p> <p> <bold>Comforted</bold> (Paul, 12). When do they comfort you? <bold>When I'm sad. Blue. (Paul, 12)</bold></p> <hd1 id="AN0186728837-16">They make me feel happy because they are always kind, caring. (Rosie, 12)</hd1> <p> <bold>They make me feel safe (Imogen, 11)</bold>. How do they make you feel safe? <bold>By like, help me, helping me with the work and not shouting. (Imogen, 11)</bold></p> <p>Participants named adults that facilitated relational belonging:</p> <p>What is it you like about Mrs Taylor?</p> <hd1 id="AN0186728837-17">They're cool and quite funny. (Oscar, 12)</hd1> <p>Oscar confirmed he had not thought this about adults in previous schools.</p> <p>Furthermore, the notion of the place (Robinswood) received attention as an element of belonging.</p> <p>PSSM Statement:I wish I was in a different school.</p> <hd1 id="AN0186728837-18">What question is that? [laughs] That's not at all true. The school is lovely. It has tons of trees. Also, it's just very, I mean, it's very environmentally friendly. (Lizzy, 13)</hd1> <p>Rosie (<reflink idref="bib12" id="ref83">12</reflink>) (and three others) identified the same communal space as shown in Figure 2.</p> <p>Graph: Figure 2. A response to the blob tree (Wilson and Long [<reflink idref="bib76" id="ref84">76</reflink>]).</p> <hd id="AN0186728837-19">Being part of a community</hd> <p>Being connected to each other and/or the place appeared to allow participants to be a part of something bigger than themselves – the notion that they are not alone. It is where the verb 'to belong' started to develop in the data with the notion of community explicitly referenced.</p> <hd1 id="AN0186728837-20">[My teachers] make me feel proud of myself. They make me feel like I belong here. And they help me when I'm struggling which I really like. (Petra, 10)</hd1> <p>How do you feel a part of this school? <bold>Well I am friends with a lot of people, mostly everybody, and I just feel like I belong. (Eliza, 12)</bold> Where do you get that feeling?</p> <hd1 id="AN0186728837-21">Around my friends and my teachers and doing things with people. (Eliza, 12)</hd1> <p>However, two-thirds voiced challenges and contradictions over relationships:</p> <p> <bold>My friends make me feel like I belong here. (Mitchell, 12)</bold> So, your friends make you feel that you belong? <bold>Some people more than others and then it always changes ... depending on what day and how they feel. (Mitchell, 12)</bold></p> <p>What do you really need at Robinswood? <bold>More friends. (Rosie, 12)</bold>. <bold>In September you get to meet new people.</bold></p> <p>One caregiver reinforced the reality of complex student needs which compound social interactions.</p> <hd1 id="AN0186728837-22">Making, forming friendships very hard (Carol)</hd1> <p>One student was conflicted by her adult interactions:</p> <hd1 id="AN0186728837-23">Some teachers don't usually get along with me. Not everybody in our school does. (Lizzy)</hd1> <p>Eliza (<reflink idref="bib12" id="ref85">12</reflink>) and Paul (<reflink idref="bib13" id="ref86">13</reflink>) (respectively) referenced community – crossing over to the notion of place:</p> <p>What makes you proud to be here? <bold>That I am just part of this community thing. That it's kind of like a big kind of family thing. (Eliza, 12)</bold></p> <hd1 id="AN0186728837-24">I feel like I am part of the community, and we have strength in numbers. (Paul, 13)</hd1> <p>In addition, five out of eleven CYA, when asked 'whose school is Robinswood?', responded with the community or the children.</p> <p> <bold>It belongs to all of us. (Rosie, 12)</bold> When you say all of us ... ? <bold>Yeah, as in everyone at Robinswood. (Rosie, 12)</bold></p> <hd1 id="AN0186728837-25">It belongs to everybody. (Indy, 11)</hd1> <p>Caregiver statements referenced pupils having a shared experience to help feel a part of something.</p> <p> <bold>He felt different in the schools he previously attended and that meant he felt like he never truly belonged. Here the children have faced similar issues</bold> <bold>... which makes him feel a</bold> <bold>sense of belonging (Sandra).</bold> </p> <p>Jasmine reinforced the <emph>statement</emph> - my child feels like a part of the school:</p> <p> <bold>This is so important for a</bold> <bold>child who has struggled in previous schools. It is so easy for a</bold> <bold>child who has trauma to feel that they do not fit in. (Jasmine)</bold> </p> <hd id="AN0186728837-26">Free to be their own person</hd> <p>Self-concept and exploration were at the forefront of many perspectives – who they were, how they thought they came across and the role of the school and staff. Some CYP were at the start of their analytic story of belonging and acceptance (see Aaron) while others were more confident in their authentic self. Caregivers reinforced the importance of acceptance and belonging; the word becoming commonplace in the data.</p> <hd1 id="AN0186728837-27">Well, at other schools you can't let anybody know who you are. And sometimes other teachers don't want to know why, who you are, which doesn't really make you feel like you belong at that school. ... And you can really let yourself out here ... Show who you are. (Petra, 11)</hd1> <p>Aaron (<reflink idref="bib11" id="ref87">11</reflink>) appears more hesitant:</p> <p>PSSM statement:It is hard for people like me to be accepted at my school [frowns]</p> <p> <bold>This school is all about people like me (Aaron, 11)</bold>. Do you think it is a hard thing to be accepted? <bold>No. No, it's not at all true. (Aaron, 11)</bold></p> <p>PSSM statement:Sometimes I feel as if I don't belong in my school [frowns and shakes head]</p> <p>How many percent do you feel that you belong here? <bold>99(Aaron, 11)</bold>. But why do you belong here? <bold>That's a good question. I have no idea. (Aaron,11)</bold></p> <p>Paul affirmed:</p> <hd1 id="AN0186728837-28">'who am I?' I feel the same [as other students] but sometimes I just feel like I'm different from them. Because I am different, so it doesn't matter. It's not who you are on the outside it's on the inside. (Paul, 12)</hd1> <p>This point was reinforced by Paul's caregiver, Andrea:</p> <p> <bold>It is very important for my child to be/feel accepted for who he is and know that he can be himself.</bold> </p> <hd id="AN0186728837-29">Affirmation</hd> <p>Participants linked connections with adults and peers to bolster their self-belief. Positive reinforcement from peers as well as praise and encouragement from adults helped to affirm their position. These affirmations that they matter are akin to the mechanics of attachment with the infant realisation that their caregiver loves them.</p> <p>PSSM statement: Teachers here are not interested in people like me.</p> <hd1 id="AN0186728837-30">Course they're interested in people like me (Robbie, 10)</hd1> <p>Do other students at the school like you the way you are? <bold>Yes. Paul said to me, I like you</bold>. <bold>(Jonas, 11)</bold></p> <hd1 id="AN0186728837-31">Petra notices. She notices I'm good at art. (Aaron, 11)</hd1> <p>How do teachers make you feel? <bold>They make me feel smart and clever. (Indy, 10)</bold> How do they make you feel that? <bold>So, they helped me learn and I remember stuff. (Indy</bold>, <bold>10)</bold></p> <p>It also seemed that feelings of being fortunate interweave with belonging and identity as Rosie and Paul indicate below.</p> <p>What makes you proud to be a student of Robinswood? <bold>Because it's ... number one, it's very hard to get into Robinswood. And I'm proud they chose me to be here. (Rosie, 12)</bold></p> <p> <bold>I feel proud as a peacock to belong here. (Paul, 13)</bold> What makes you as proud as a peacock? <bold>Just because I am lucky to be here. I'm lucky I managed to be here, to get in here. (Paul, 13)</bold></p> <hd id="AN0186728837-32">Discussion</hd> <p>This research has provided insights into the perspectives of school belonging of a marginalised population in a unique setting. The perspectives suggest that participants feel a sense of belonging and connection to Robinswood. The rhetoric contrasts with adoptees in a secondary mainstream setting who voiced challenges and insufficient support (Best, Cameron, and Hill [<reflink idref="bib11" id="ref88">11</reflink>]). Therefore, a possibility for this difference may be the participants' placement in a TI specialist school with the environment and its relational, TI approach being important to their sense of belonging.</p> <hd id="AN0186728837-33">Place</hd> <p>Although there were four individual themes, these often wove into each other creating an overall premise of belongingness and the connection of adults, peers, and place. This triad is supported in the literature relating to a sense of inclusion (Adderley et al. [<reflink idref="bib1" id="ref89">1</reflink>]), and the school space to an internal construct of belonging (Finn [<reflink idref="bib30" id="ref90">30</reflink>]). Goodall ([<reflink idref="bib31" id="ref91">31</reflink>], 20) defines inclusion as 'a feeling (a sense of belonging)' ... 'not a place (mainstream or otherwise)'. This is a divergence from this study where attachment to people and place was expressed in the data – a suggestion perhaps that people and place cannot be distinct to elicit a sense of belonging. A suggestion reinforced by Cooper ([<reflink idref="bib24" id="ref92">24</reflink>]) who highlighted the importance of diversity of provision in education to facilitate belonging.</p> <p>Earlier definitions of school belonging can now be revisited to reflect on a link to inclusion and in further support of place/context concept (Allen, Vella-Brodrick, and Waters [<reflink idref="bib3" id="ref93">3</reflink>]; Riley, Allen, and Coates [<reflink idref="bib59" id="ref94">59</reflink>]) as shared by Rosie and Lizzy. Antonsich ([<reflink idref="bib7" id="ref95">7</reflink>], 647) also embraces attachment to the social and the space named 'place-belongingness', – the notion of being 'attached and rooted'. This subjective language fits within a nurturing paradigm and the principles of attachment.</p> <p>Research that supports the role of people in belonging show that CYP with DT need the emotional safety of an 'anchor' - one they trust and who emulates their emotional states (Phillips, Melim, and Hughes [<reflink idref="bib55" id="ref96">55</reflink>]). This is evidenced here by the references to kind, caring and comforting adults. These safe connections can lead to meaningful and fulfilling lives (Van der Kolk [<reflink idref="bib74" id="ref97">74</reflink>]).</p> <p>Research with other marginalised cohorts corroborate the importance of adult-student relationships to aid belonging. Templeton, McGlade, and Fitzsimons ([<reflink idref="bib69" id="ref98">69</reflink>]) emphasised the positive influence of strong adult relationships that impacted on student well-being and Best, Cameron, and Hill ([<reflink idref="bib11" id="ref99">11</reflink>]) stressed the importance of safe and trusting adult relationships to develop a sense of belonging. The DfE also relates school belonging to the trusting of adults you can talk safely to (Brown [<reflink idref="bib19" id="ref100">19</reflink>]). This strengthens the notion that Robinswood fits within an interpersonal and contextual paradigm of belonging highlighting positive and reciprocal relationships.</p> <p>Nonetheless, can a TI school operate under prior definitions of school belonging applied to mainstream settings? This may be a new strand to the field of school belonging where a definition is deliberated for marginalised communities. The recommendation of this study is to integrate the contextual and relational within an already defined socio-ecological framework of school belonging (Allen, Vella-Brodrick, and Waters [<reflink idref="bib3" id="ref101">3</reflink>]) depicted in Figure 3.</p> <p>Graph: Figure 3. The socio-ecological framework of school belonging (Allen, Vella-Brodrick, and Waters [<reflink idref="bib3" id="ref102">3</reflink>]).</p> <hd id="AN0186728837-34">A school belonging framework</hd> <p>The socio-ecological framework of school belonging was borne from Bronfenbrenner's ecological model of human development ([<reflink idref="bib16" id="ref103">16</reflink>]) and receives empirical support at the student and microsystem level in this study. While the framework does not include the physical school space, evidence for utilising the framework is met in the meso and exosystems. These two systems contain characteristics crucial to the successful implementation of TI schools such as staff professional development and shared whole-school vision (Maynard et al. [<reflink idref="bib47" id="ref104">47</reflink>]; Overstreet and Chafouleas [<reflink idref="bib53" id="ref105">53</reflink>]). The macrosystem is the inconsistent element; components such as legislation, government, history etc. are not yet sufficiently aligned with TI values – with current government guidance on TI practice only focused on the health and social care sector (Office of Health Improvement and Disparities [<reflink idref="bib50" id="ref106">50</reflink>]). Nonetheless the framework warrants further consideration in future explorations of TI schools.</p> <hd id="AN0186728837-35">Peer relations</hd> <p>Maunder and Monks ([<reflink idref="bib46" id="ref107">46</reflink>]) suggest that successful peer relations are essential within the field of belonging but existing findings with marginalised cohorts demonstrate the complex nature of peer relationships (Best, Cameron, and Hill [<reflink idref="bib11" id="ref108">11</reflink>]; Crowley [<reflink idref="bib25" id="ref109">25</reflink>]; Ramoutar [<reflink idref="bib57" id="ref110">57</reflink>]). Research by Baines and Webster ([<reflink idref="bib8" id="ref111">8</reflink>]) indicated that pupils with SEND were more likely to have poor relationships with peers when in mainstream settings. However, research by Holt, Bowlby, and Lea ([<reflink idref="bib40" id="ref112">40</reflink>]) suggested that peer relationships were of a better quality in specialist settings. A suggestion of the findings from this study is the small heterogenous cohort of Robinswood may make the forming of consistent friendships a challenge. However, challenges often prevailed in previous settings, suggesting that friendships are not necessarily more difficult at Robinswood but may relate to several factors such as cohort size, history and attachment profile. Encouragingly though, the power of the student-teacher relationship is key. Research indicates that the student-teacher relationship is the most important aspect of a pupil's sense of school belonging in a school setting (Allen et al. [<reflink idref="bib6" id="ref113">6</reflink>]) and that it can influence belonging more than peer relationships (Allen and Kern [<reflink idref="bib5" id="ref114">5</reflink>]).</p> <hd id="AN0186728837-36">Fitting in vs. belonging</hd> <p>The theme – being free to be your own person and the journey of self-exploration asked questions such as: 'Where do I belong?'; 'How do I fit (or fit in)?' (Osterman [<reflink idref="bib52" id="ref115">52</reflink>], 499) – the latter two questions, linking to school belonging. Petra supports this when she reflects about her previous school where she did not fit in, to now belonging at Robinswood. Aaron knew he belonged but did not know why – yet. The question: 'how do I fit?' yet to be fully explored.</p> <p>The notion of identity relates back to Robinswood's philosophy – fitting the school to the child (and hopefully later – society) rather than the other way around often seen in mainstream settings. This is the 'square peg/round hole' analogy with students and caregivers implying that previously the students may have felt like a square peg. However, they can remain that square peg at Robinswood as it is the school that moulds to the child.</p> <p>The positive link to self-concept (bolstered by affirmation) and belonging has been corroborated by Gutiérrez et al. ([<reflink idref="bib34" id="ref116">34</reflink>]). In contrast, when students devalue their sense of self it poses barriers to learning (Sevilla-Santo et al. [<reflink idref="bib64" id="ref117">64</reflink>]). Caregivers in the present study reinforced the importance for their CYP to be accepted for who they are and the importance of now 'fitting in' linking back to Riley, Allen, and Coates ([<reflink idref="bib59" id="ref118">59</reflink>]). However, Brown ([<reflink idref="bib18" id="ref119">18</reflink>]) argues that fitting in is a barrier to belonging. To fit in, you twist yourself into someone else whereas belonging is being unashamedly yourself. Petra's comment of not letting anybody know who she was at her previous school but being able to let herself out at Robinswood aligns with the Brown analogy. The fitting in vs. belonging discourse is interchangeable in the interviews and an implication for future school belonging research may be the distinction between the two – do you belong or merely fit? The difference may have implications for the security of a sense of belonging that is needed for a pupil to start on the journey of self-actualisation and being ready to learn. A proposition suggested when applying Maslow's original hierarchy of needs ([<reflink idref="bib45" id="ref120">45</reflink>]) to the field of education whereby physiological and psychological needs are satisfied before cognitive demands can be attempted and the role of schools in developing practices and interventions to assist belonging is recommended (Jones et al. [<reflink idref="bib41" id="ref121">41</reflink>]).</p> <hd id="AN0186728837-37">Trauma-informed provision</hd> <p>Most studies have focused on the importance of school belonging and how to measure it (Goodenow [<reflink idref="bib32" id="ref122">32</reflink>]; Goodenow and Grady [<reflink idref="bib33" id="ref123">33</reflink>]) while efforts to understand how it can be nurtured are scant (Allen et al. [<reflink idref="bib6" id="ref124">6</reflink>]; Allen and Kern [<reflink idref="bib4" id="ref125">4</reflink>]). Moreover, research is slow in evaluating TI practices (Cherry and Froustis [<reflink idref="bib22" id="ref126">22</reflink>]). This study offers insight from pupils about what is important to them in relation to school belonging and understanding why and how these aspects are important to them. Uncovering ingredients of school belonging and why and how they are important to pupils has the potential to provide a school with valuable information that can help them actively promote school belonging more effectively in their setting to support more positive outcomes for their pupils. Given the TI context of this research, this research offers a potential insight into how TI practices can inform research and practice and upskill teaching staff. It is feasible to infer from the findings of this study that the TI, relational approach at Robinswood has a positive influence on participant perspectives. A word of caution from TI expert Karen Treisman ([<reflink idref="bib72" id="ref127">72</reflink>]), advises against the casual use of the ubiquitous term 'trauma-informed' and that organisations show they are TI through their active commitment to the journey – by being trauma responsive. It is vital then to continue research in school belonging, with marginalised populations and settings, as well as TI approaches as indications are that the impact of adversity could be decreased over time within the right environment (Templeton, McGlade, and Fitzsimons [<reflink idref="bib69" id="ref128">69</reflink>]). Moreover, the adaptability of TI approaches and settings may benefit all CYP regardless of their upbringing (Cherry and Froustis [<reflink idref="bib22" id="ref129">22</reflink>]).</p> <hd id="AN0186728837-38">Limitations</hd> <p>Research limitations included the absence of staff perspectives and the narrow age range as research suggests participants with the ages 12–18 are particularly important (Selwyn, Wijedasa, and Meakings [<reflink idref="bib63" id="ref130">63</reflink>]). A further important factor could be the length of time a pupil has attended the school to explore the influence of age and/or time on belonging. Participants were a heterogenous cohort who fulfilled several criteria – CYP, DT, Adopted, LAC, SGO, SEMH, SEND and this heterogeneity may have been further confounded by their place at a specialist TI school. However, the literature is clear that all these cohorts are underdeveloped voices worthy of inclusion and exploration and that school belonging, by its very nature, is complex and multi-faceted (Allen and Kern [<reflink idref="bib4" id="ref131">4</reflink>]). Research should reflect the extent of the semantic and practical variation of the school belonging theme and the implications different needs and settings may have on how it is understood and interpreted (Allen and Kern [<reflink idref="bib4" id="ref132">4</reflink>]; Ramoutar [<reflink idref="bib57" id="ref133">57</reflink>]).</p> <p>It is important to consider further the insider/outsider dichotomy (Hellawell [<reflink idref="bib37" id="ref134">37</reflink>]; Morrow [<reflink idref="bib48" id="ref135">48</reflink>]). Best, Cameron, and Hill ([<reflink idref="bib11" id="ref136">11</reflink>]) suggest the insider perspective has an advantage but it cannot be ruled out that participants may have felt more reticent with the familiar researcher. Furthermore, the analytical process demonstrated that the ability to execute an outsider position was not always straightforward. Close engagement with the TA process and in particular reflexivity at each stage of the process was key (Braun and Clarke [<reflink idref="bib13" id="ref137">13</reflink>]).</p> <hd id="AN0186728837-39">Future research considerations</hd> <p>To recap, future studies on school belonging with CYA with DT may consider the following:</p> <p></p> <ulist> <item> The views of a wider range of stakeholders to understand the ingredients and processes of school belonging more clearly;</item> <p></p> <item> Pupils across a broader age range and with different lengths of duration at the school;</item> <p></p> <item> An open question 'what is belonging?' and the use of illustrative responses to gain a clearer insight into what pupils understand belonging to be (Riley, Allen, and Coates [<reflink idref="bib59" id="ref138">59</reflink>]);</item> <p></p> <item> A comparison of belonging for different cohorts and settings;</item> <p></p> <item> Further exploration of a school belonging framework and its necessary ingredients to promote belonging and in turn learning.</item> </ulist> <p>The status of being looked after or adopted may provide a specific nuance to the concept of school belonging. Paul feeling 'lucky' to attend Robinswood may link to his innate response to the adoption process (Small [<reflink idref="bib66" id="ref139">66</reflink>]). There is scope for further interrogation of how school belonging links with the construction of adoption or being looked after.</p> <hd id="AN0186728837-40">Conclusion</hd> <p>This research contributes to school belonging, pupil voice, TI approaches and the understanding of the psychosocial needs of DT and/or children who are adopted or looked after at school. CYP and their carers shared positive, uplifting educational experiences and perspectives of Robinswood School. Where there are challenges, such as friendships, they are a permeating feature of the general population. Positive perspectives seem to have been shaped by attachments to people and place and a confidence in their identity. The insight into this unique cohort and school brought welcome challenges around the discourse and nuances of school belonging terminology, the cohort identity, fitting in vs. belonging and the role of the insider/outsider position. It provides an important exploration of the ideology of school belonging. Careful conclusions link these positive perspectives to their place at a TI, relational, specialist school.</p> <p>The SEND Review ([<reflink idref="bib29" id="ref140">29</reflink>]) proposes the following education system for CYP – access to the right support, place, and time. It is the belief that the results from this research and the contribution it makes to the understanding of school belonging for this group of CYP in a specialist TI setting can contribute to policy and academic research to help explore the 'right' support, place, and time to achieve the goal for CYP with developmental vulnerabilities in their quest to belong.</p> <hd id="AN0186728837-41">Disclosure statement</hd> <p>The first author is an adopter, has experience of interfamilial adoption and is a teacher at the school where the research took place. The ways in which this author managed this position is addressed in the article.</p> <p>Correction Statement</p> <p>This article has been corrected with minor changes. These changes do not impact the academic content of the article.</p> <ref id="AN0186728837-42"> <title> References </title> <blist> <bibl id="bib1" idref="ref77" type="bt">1</bibl> <bibtext> Adderley, R. J., M. A. Hope, G. C. Hughes, L. Jones, K. Messiou, and P. A. Shaw. 2015. " Exploring Inclusive Practices in Primary Schools: Focusing on Children's Voices." European Journal of Special Needs Education 30 (1): 106 – 121. https://doi.org/10.1080/08856257.2014.964580.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref50" type="bt">2</bibl> <bibtext> Adoption, U. K. 2024. Breaking the Barriers to School Attendance. Banbury : Adoption UK. https://<ulink href="http://www.adoptionuk.org/Handlers/Download.ashx?IDMF=e3f051f4-cfda-4670-805f-6c99fb5b5ed9">www.adoptionuk.org/Handlers/Download.ashx?IDMF=e3f051f4-cfda-4670-805f-6c99fb5b5ed9</ulink>.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref19" type="bt">3</bibl> <bibtext> Allen, K.-A., D. Vella-Brodrick, and L. Waters. 2016. " Fostering School Belonging in Secondary Schools Using a Socio-Ecological Framework." The Educational and Developmental Psychologist 33 (1): 97 – 121. https://doi.org/10.1017/edp.2016.5.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref67" type="bt">4</bibl> <bibtext> Allen, K-A., and M. Kern. 2017. School Belonging in Adolescents: Theory, Research and Practice. Singapore : Springer.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref114" type="bt">5</bibl> <bibtext> Allen, K-A., and M. Kern. 2019. Boosting School Belonging: Practical Strategies to Help Adolescents Feel Like They Belong at School. Abingdon : Routledge.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref16" type="bt">6</bibl> <bibtext> Allen, K., M. L. Kern, D. Vella-Brodrick, J. Hattie, and L. Waters. 2018. " What Schools Need to Know About Fostering School Belonging: A Meta-Analysis." Educational Psychology Review 30 (1): 1 – 34. https://doi.org/10.1007/s10648-016-9389-8.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref78" type="bt">7</bibl> <bibtext> Antonsich, M. 2010. " Searching for Belonging–An Analytical Framework." Geography Compass 4 (6): 644 – 659. https://doi.org/10.1111/j.1749-8198.2009.00317.x.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref79" type="bt">8</bibl> <bibtext> Baines, E., and R. Webster. 2015. " The Challenges of Implementing Group Work in Primary School Classrooms and Including Pupils with Special Educational Needs." In Education, edited by P. Blatchford, 15 – 29. Vol. 43. https://doi.org/10.1080/03004279.2015.961689.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref1" type="bt">9</bibl> <bibtext> Beck, M., and J. Malley. 1998. " A Pedagogy of Belonging." Reclaiming Children and Youth: Journal of Emotional and Behavioural Problems 7 (3): 133 – 137.</bibtext> </blist> <blist> <bibtext> Bell, J., and S. Waters. 2018. Doing Your Research Project: A Guide for First-Time Researchers. New York : McGraw-Hill Education.</bibtext> </blist> <blist> <bibtext> Best, R., C. Cameron, and V. Hill. 2021. " Exploring the Educational Experiences of Children and Young People Adopted from Care: Using the Voices of Children and Parents to Inform Practice." Adoption & Fostering 45 (4): 359 – 381. https://doi.org/10.1177/03085759211043255.</bibtext> </blist> <blist> <bibtext> Bombèr, L. 2020. Know Me to Teach Me. New York : Worth Publishing Ltd.</bibtext> </blist> <blist> <bibtext> Braun, V., and V. Clarke. 2013. Successful Qualitative Research: A Practical Guide for Beginners. London : Sage.</bibtext> </blist> <blist> <bibtext> Braun, V., and V. Clarke. 2019. " Reflecting on Reflexive Thematic Analysis." Qualitative Research in Sport, Exercise & Health 11 (4): 589 – 597. https://doi.org/10.1080/2159676X.2019.1628806.</bibtext> </blist> <blist> <bibtext> The British Psychological Society. 2021. BPS Code of Human Research Ethics. https://<ulink href="http://www.bps.org.uk/guideline/bps-code-human-research-ethics">www.bps.org.uk/guideline/bps-code-human-research-ethics</ulink>.</bibtext> </blist> <blist> <bibtext> Bronfenbrenner, U. 1979. The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA : Harvard University Press.</bibtext> </blist> <blist> <bibtext> Bronfenbrenner, U., and S. J. Ceci. 1994. " Nature-nuture Reconceptualized in Developmental Perspective: A Bioecological Model." Psychological Review 101 (4): 568 – 586. 10.1037/0033-295X.101.4.568.</bibtext> </blist> <blist> <bibtext> Brown, B. 2012. " "Life Lessons: Brené Brown on Shame, Courage and Vulnerability." Huffington Post. October 15, 2012. https://<ulink href="http://www.huffpost.com/entry/life-lessons-shame-courage-brene-brown%5fn%5f1967175">www.huffpost.com/entry/life-lessons-shame-courage-brene-brown%5fn%5f1967175</ulink>.</bibtext> </blist> <blist> <bibtext> Brown, R. 2018. Mental Health and Wellbeing Provision in Schools: Review of Published Policies and Information. London : Department for Education.</bibtext> </blist> <blist> <bibtext> Carmel, C., and P. Cooper. 2010. " Students without Voices: The Unheard Accounts of Secondary School Students with Social, Emotional and Behaviour Difficulties." European Journal of Special Needs Education 25 (2): 183 – 198. https://doi.org/10.1080/08856251003658702.</bibtext> </blist> <blist> <bibtext> Cherry, L. 2021. Conversations That Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline. Abingdon : Routledge.</bibtext> </blist> <blist> <bibtext> Cherry, L., and E. Froustis. 2022. Trauma Informed Education Settings in West Yorkshire. West Yorkshire: England. https://<ulink href="http://www.westyorks-ca.gov.uk/media/8712/trauma-education-report%5fweb-ready.pdf">www.westyorks-ca.gov.uk/media/8712/trauma-education-report%5fweb-ready.pdf</ulink>.</bibtext> </blist> <blist> <bibtext> Cole, S. F., A. Eisner, M. Gregory, and J. Ristuccia. 2013. Helping Traumatized Children Learn: Creating and Advocating for Trauma-Sensitive Schools. Boston, MA : Massachusetts Advocates for Children.</bibtext> </blist> <blist> <bibtext> Cooper, P. 2008. " Nurturing Attachment to School: Contemporary Perspectives on Social, Emotional and Behavioural Difficulties." Pastoral Care in Education 26 (1): 13 – 22. https://doi.org/10.1080/02643940701848570.</bibtext> </blist> <blist> <bibtext> Crowley, C. 2019. " Exploring the Views and Perceptions of Adopted Young People Concerning Their Education and Social Development: An Interpretative Phenomenological Analysis." Educational Psychology in Practice 35 (2): 165 – 183. https://doi.org/10.1080/02667363.2018.1547895.</bibtext> </blist> <blist> <bibtext> Cullinane, M. 2020. " An Exploration of the Sense of Belonging of Students with Special Educational Needs." REACH: Journal of Inclusive Education in Ireland 33 (1): 2 – 12.</bibtext> </blist> <blist> <bibtext> D'Andrea, W., J. Ford, B. Stolbach, J. Spinazzola, and B. A. Van der Kolk. 2012. " Understanding Interpersonal Trauma in Children: Why We Need a Developmentally Appropriate Trauma Diagnosis." The American Journal of Orthopsychiatry 82 (2): 187 – 200. https://doi.org/10.1111/j.1939-0025.2012.01154.x.</bibtext> </blist> <blist> <bibtext> Department for Education. 2020. Children Looked After in England Including Adoptions. https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2020.</bibtext> </blist> <blist> <bibtext> Department for Education. 2022. SEND Review: Right Support, Right Place, Right Time: Government Consultation on the SEND and Alternative Provision System in England. https://assets.publishing.service.gov.uk/media/6241e0528fa8f52776e121b4/SEND_review_right_support_right_place_right_time-print_ready.pdf.</bibtext> </blist> <blist> <bibtext> Finn, J. D. 1989. " Withdrawing from School." Review of Educational Research 59 (2): 117 – 142. https://doi.org/10.3102/00346543059002117.</bibtext> </blist> <blist> <bibtext> Goodall, C. 2020. " Inclusion is a Feeling, Not a Place: A Qualitative Study Exploring Autistic Young People's Conceptualisations of Inclusion." International Journal of Inclusive Education 24 (12): 1285 – 1310. https://doi.org/10.1080/13603116.2018.1523475.</bibtext> </blist> <blist> <bibtext> Goodenow, C. 1993. " Classroom Belonging Among Early Adolescent Students: Relationships to Motivation and Achievement." The Journal of Early Adolescence 13 (1): 21 – 43. https://doi.org/10.1177/0272431693013001002.</bibtext> </blist> <blist> <bibtext> Goodenow, C., and K. E. Grady. 1993. " The Relationship of School Belonging and Friends' Values to Academic Motivation Among Urban Adolescent Students." The Journal of Experimental Education 62 (1): 60 – 71. https://doi.org/10.1080/00220973.1993.9943831.</bibtext> </blist> <blist> <bibtext> Gutiérrez, N., I. Mercader, J. Juan Carrión, and R. Rubén Trigueros. 2022. " Self-Concept and Feeling of Belonging as a Predictor Variable of the Attitude Towards the Study from the PISA 2018 Report." Education Science 12 (2): 91 –. https://doi.org/10.3390/educsci12020091.</bibtext> </blist> <blist> <bibtext> Halse, C. 2018. " Theories and Theorising of Belonging." In Interrogating Belonging for Young People in Schools, edited by C. Halse, 1 – 28. London : Palgrave Macmillan.</bibtext> </blist> <blist> <bibtext> Hambrick, E., T. W. Brawner, B. D. Perry, K. Brandt, C. Hofmeister, and J. Collins. 2019. " Beyond the ACE Score: Examining Relationships Between Timing of Developmental Adversity, Relational Health, and Developmental Outcomes in Children." Archives of Psychiatric Nursing 33 (3): 238 – 247. https://doi.org/10.1016/j.apnu.2018.11.001.</bibtext> </blist> <blist> <bibtext> Hellawell, D. 2006. " Inside–Out: Analysis of the Insider–Outsider Concept as a Heuristic Device to Develop Reflexivity in Students Doing Qualitative Research." Teaching in Higher Education 11 (4): 483 – 494. https://doi.org/10.1080/13562510600874292.</bibtext> </blist> <blist> <bibtext> Herrenkohl, T. I., S. Hong, and B. Verbrugge. 2019. " Trauma‐Informed Programs Based in Schools: Linking Concepts to Practices and Assessing the Evidence." American Journal of Community Psychology 64 (3–4): 373 – 388. https://doi.org/10.1002/ajcp.12362.</bibtext> </blist> <blist> <bibtext> Hickinbotham, L., and A. Soni. 2021. " A Systematic Literature Review Exploring the Views and Experiences of Children and Young People of the Label Social, Emotional and Mental Health." Emotional & Behavioural Difficulties 26 (2): 135 – 150. https://doi.org/10.1080/13632752.2021.1894743.</bibtext> </blist> <blist> <bibtext> Holt, L., S. Bowlby, and J. Lea. 2017. " Everyone Knows Me ... I Sort of Like Move About: The Friendships and Encounters of Young People with Special Educational Needs in Different School Settings." Environment and Planning 49 (6): 1361 – 1378. https://doi.org/10.1177/0308518X17696317.</bibtext> </blist> <blist> <bibtext> Jones, L., C. Dean, A. Dunhill, M. Hope, and P. Shaw. 2020. " 'We are the Same as Everyone Else Just with a Different and Unique Backstory': Identity, Belonging and 'Othering' within Education for Young People Who are 'Looked After'." Children & Society 34 (6): 492 – 506. https://doi.org/10.1111/chso.12382.</bibtext> </blist> <blist> <bibtext> Koenka, A., E. M. Anderman, L. H. Anderman, and S. Won. 2020. " Associations Between Ethnic Identity and Motivational Beliefs in Internationally Adopted Youth and the Mediating Role of School Belonging." Learning & Individual Differences 81 : 101909 –. https://doi.org/10.1016/j.lindif.2020.101909.</bibtext> </blist> <blist> <bibtext> Kuypers, L. 2011. The Zones of Regulation. Tucson, AZ : Think Social Publishing.</bibtext> </blist> <blist> <bibtext> Long, E. 2022. " The Future of Pastoral Care in Schools: Exploring Whole-School Trauma-Informed Approaches." Pastoral Care in Education 40 (3): 342 – 351. https://doi.org/10.1080/02643944.2022.2093958.</bibtext> </blist> <blist> <bibtext> Maslow, A. H. 1943. " A Theory of Human Motivation." Psychological Review 50 (4): 370 – 396. https://doi.org/10.1037/h0054346.</bibtext> </blist> <blist> <bibtext> Maunder, R., and C. Monks. 2019. " Friendships in Middle Childhood: Links to Peer and School Identification, and General Self‐Worth." British Journal of Developmental Psychology 37 (2): 211 – 229. https://doi.org/10.1111/bjdp.12268.</bibtext> </blist> <blist> <bibtext> Maynard, B. R., A. Farina, A. Dell Nathaniel, and M. S. Kelly. 2019. " Effects of Trauma‐Informed Approaches in Schools: A Systematic Review." Campbell Systematic Reviews 15 : 1 – 2. https://doi.org/10.1002/cl2.1018.</bibtext> </blist> <blist> <bibtext> Morrow, S. L. 2005. " Quality and Trustworthiness in Qualitative Research in Counseling Psychology." Journal of Counseling Psychology 52 (2): 250 – 260. https://doi.org/10.1037/0022-0167.52.2.250.</bibtext> </blist> <blist> <bibtext> Nind, M., G. Boorman, and G. Clarke. 2012. " Creating Spaces to Belong: Listening to the Voice of Girls with Behavioural, Emotional, and Social Difficulties Through Digital Visual and Narrative Methods." International Journal of Inclusive Education 16 (7): 643 – 656. https://doi.org/10.1080/13603116.2010.495790.</bibtext> </blist> <blist> <bibtext> Office for Health Improvement and Disparities. 2022. Working Definition of Trauma-Informed Practice. https://<ulink href="http://www.gov.uk/government/publicationsworking-definition-of-trauma-informed-practice/working-definition-of-trauma-informed-practice/">www.gov.uk/government/publicationsworking-definition-of-trauma-informed-practice/working-definition-of-trauma-informed-practice/</ulink>.</bibtext> </blist> <blist> <bibtext> Ofsted. 2014. Creating a Voice That Counts for Pupils with Special Educational Needs: Bennerley Fields Specialist Speech and Language College. https://assets.publishing.service.gov.uk/media/5a82b191e5274a2e87dc27fa/Bennerley20Fields20-2020Good20Practice20Example.pdf.</bibtext> </blist> <blist> <bibtext> Osterman, K. F. 2000. " Students' Need for Belonging in the School Community." Review of Educational Research 70 (3): 323 – 367. https://doi.org/10.2307/1170786.</bibtext> </blist> <blist> <bibtext> Overstreet, S., and S. M. Chafouleas. 2016. " Trauma-Informed Schools: Introduction to the Special Issue." School Mental Health 8 (1): 1 – 6. https://doi.org/10.1007/s12310-016-9184-1.</bibtext> </blist> <blist> <bibtext> Oyserman, D. 2001. " Self-Concept and Identity." In The Blackwell Handbook of Social Psychology, edited by A. Tesser and N. Schwarz, 499 – 517. Oxford : Blackwell.</bibtext> </blist> <blist> <bibtext> Phillips, S., D. Melim, and D. Hughes. 2020. Belonging: A Relationship-Based Approach for Trauma-Informed Education. Maryland : Rowman and Littlefield.</bibtext> </blist> <blist> <bibtext> Piotrowski, C. 2018. " Sentence Completion Methods: A Summary Review of 70 Survey-Based Studies of Training and Professional Settings." SIS Journal of Projective Psychology & Mental Health 25 (1): 60 – 75.</bibtext> </blist> <blist> <bibtext> Ramoutar, L. 2021. Exploring Special Guardianship. Experiences of School Belonging from the Perspective of the Young People, Guardians and Designated Teachers: A Bioecological Perspective." EdD diss. University of Exeter. https://ore.exeter.ac.uk/repository/handle/10871/126068.</bibtext> </blist> <blist> <bibtext> Riley, K. 2019. " Agency and Belonging: What Transformative Actions Can Schools Take to Help Create a Sense of Place and Belonging? " Educational & Child Psychology 36 (4): 91 – 103. https://doi.org/10.53841/bpsecp.2019.36.4.91.</bibtext> </blist> <blist> <bibtext> Riley, K., T. Allen, and M. Coates. 2020. Place and Belonging in School: Why it Matters Today. https://neu.org.uk/sites/default/files/2023-04/Belonging%20research%20booklet.pdf.</bibtext> </blist> <blist> <bibtext> Rose, R., and M. Shevlin. 2017. " A Sense of Belonging: Childrens' Views of Acceptance in 'Inclusive' Mainstream Schools." International Journal of Whole Schooling 13 (1): 65 – 80.</bibtext> </blist> <blist> <bibtext> SAMHSA (Substance Abuse and Mental Health Services Administration). 2015. Samhsa's National Centre for Trauma Informed Care. https://<ulink href="http://www.traumainformedcare.chcs.org/resource/samhsas-national-center-for-trauma-informed-care/">www.traumainformedcare.chcs.org/resource/samhsas-national-center-for-trauma-informed-care/</ulink>.</bibtext> </blist> <blist> <bibtext> Satchwell, C. 2019. " Collaborative Writing with Young People with Disabilities: Raising New Questions of Authorship and Agency." Literacy 53 (2): 77 – 85. https://doi.org/10.1111/lit.12146.</bibtext> </blist> <blist> <bibtext> Selwyn, J., D. Wijedasa, and S. Meakings. 2014. Beyond the Adoption Order: Challenges, Interventions and Adoption Disruption. London : Department for Education.</bibtext> </blist> <blist> <bibtext> Sevilla-Santo, D. E., M. José Martín-Pavón, S. P. Sunza-Chan, V. Nora, and D. Domínguez. 2021. " Self-Concept, Expectations, and Meaning of Life: Sinergy That Determines Learning." Revista Electrónica Educare 25 (1): 223 – 245. https://doi.org/10.15359/ree.25-1.12.</bibtext> </blist> <blist> <bibtext> Slaten, C. D., J. K. Ferguson, K.-A. Allen, D.-V. Brodrick, and L. Waters. 2016. " School Belonging: A Review of the History, Current Trends, and Future Directions." The Educational and Developmental Psychologist 33 (1): 1 – 15. https://doi.org/10.1017/edp.2016.6.</bibtext> </blist> <blist> <bibtext> Small, C. L. 2020. The Impact of Adoption on Teen Identity Formation. Alexandria, VA : National Council for Adoption. The Impact of Adoption on Teen Identity Formation - National Council For Adoption (adoptioncouncil.org).</bibtext> </blist> <blist> <bibtext> Stother, A., K. Woods, and S. McIntosh. 2019. " Evidence-Based Practice in Relation to Post-Adoption Support in Educational Settings." Adoption & Fostering 43 (4): 429 – 444. https://doi.org/10.1177/0308575919882120.</bibtext> </blist> <blist> <bibtext> Tajfel, H. 1974. " Social Identity and Intergroup Behaviour." Social Science Information 13 (2): 65 – 93. https://doi.org/10.1177/053901847401300204.</bibtext> </blist> <blist> <bibtext> Templeton, F., A. McGlade, and L. Fitzsimons. 2020. " 'My Experience of School': The Perspective of Adopted Young People Aged 16–21 Years." Pastoral Care in Education 40 (1): 92 – 110. https://doi.org/10.1080/02643944.2020.1855675.</bibtext> </blist> <blist> <bibtext> Thomas, G. 2021. How to Do Your Case Study. London : SAGE Publications Ltd.</bibtext> </blist> <blist> <bibtext> Treisman, K. 2017. Working with Relational and Developmental Trauma in Children and Adolescents. Abingdon : Routledge.</bibtext> </blist> <blist> <bibtext> Treisman, K. 2024. " Consultancy and Thinking Spaces." Safe Hands Thinking Minds (blog). June 29, 2024. https://safehandsthinkingminds.co.uk/consultancy/.</bibtext> </blist> <blist> <bibtext> UNICEF UK. 1989. The United Nations Convention on the Rights of the Child. London : UNICEF. https://downloads.unicef.org.uk/wp-content/uploads/2010/05/UNCRC_PRESS200910web.pdf?_ga=2.78590034.795419542.1582474737-1972578648.1582474737.</bibtext> </blist> <blist> <bibtext> Van der Kolk, B. A. 2014. The Body Keeps the Score: Mind, Brain and Body in the Transformation of Trauma. London : Penguin UK.</bibtext> </blist> <blist> <bibtext> Van der Kolk, B. A. 2005. " Developmental Trauma Disorder: Toward a Rational Diagnosis for Children with Complex Trauma Histories." Psychiatric Annals 35 (5): 401 – 408. https://doi.org/10.3928/00485713-20050501-06.</bibtext> </blist> <blist> <bibtext> Wilson, P., and I. Long. 2018. The Big Book of Blob Trees. 2nd ed. Abingdon : Routledge.</bibtext> </blist> <blist> <bibtext> Yin, R. K. 2018. Case Study Research and Applications: Design and Methods. 6th ed. London : Sage.</bibtext> </blist> </ref> <aug> <p>By Stefanie Pearce and Daisy Loyd</p> <p>Reported by Author; Author</p> <p></p> <p>Stefanie Pearce is Head of Training and Development at Beech Lodge School and the Phase Lead for their junior provision. Stefanie is privileged to work with children and young people with social, emotional and mental health differences often as a result of developmental trauma. She is committed to explore how we can make a difference in education for our young people.</p> <p>Daisy Loyd is a Lecturer in Inclusive Education and Research Methods at IOE, UCL's Faculty of Education and Society in London, UK. Her research explores inclusive education practice in different contexts and she is passionate about interrogating practice from different perspectives to optimise provision.</p> </aug> <nolink nlid="nl1" bibid="bib30" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib33" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib54" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib65" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib41" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib75" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib23" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib12" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib71" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib73" firstref="ref11"></nolink> <nolink nlid="nl11" bibid="bib21" firstref="ref12"></nolink> <nolink nlid="nl12" bibid="bib207" firstref="ref13"></nolink> <nolink nlid="nl13" bibid="bib36" firstref="ref14"></nolink> <nolink nlid="nl14" bibid="bib69" firstref="ref15"></nolink> <nolink nlid="nl15" bibid="bib35" firstref="ref17"></nolink> <nolink nlid="nl16" bibid="bib17" firstref="ref21"></nolink> <nolink nlid="nl17" bibid="bib52" firstref="ref22"></nolink> <nolink nlid="nl18" bibid="bib60" firstref="ref25"></nolink> <nolink nlid="nl19" bibid="bib59" firstref="ref26"></nolink> <nolink nlid="nl20" bibid="bib32" firstref="ref27"></nolink> <nolink nlid="nl21" bibid="bib68" firstref="ref28"></nolink> <nolink nlid="nl22" bibid="bib27" firstref="ref29"></nolink> <nolink nlid="nl23" bibid="bib39" firstref="ref32"></nolink> <nolink nlid="nl24" bibid="bib26" firstref="ref33"></nolink> <nolink nlid="nl25" bibid="bib58" firstref="ref35"></nolink> <nolink nlid="nl26" bibid="bib11" firstref="ref36"></nolink> <nolink nlid="nl27" bibid="bib42" firstref="ref37"></nolink> <nolink nlid="nl28" bibid="bib57" firstref="ref39"></nolink> <nolink nlid="nl29" bibid="bib25" firstref="ref40"></nolink> <nolink nlid="nl30" bibid="bib67" firstref="ref42"></nolink> <nolink nlid="nl31" bibid="bib49" firstref="ref43"></nolink> <nolink nlid="nl32" bibid="bib28" firstref="ref47"></nolink> <nolink nlid="nl33" bibid="bib44" firstref="ref52"></nolink> <nolink nlid="nl34" bibid="bib38" firstref="ref53"></nolink> <nolink nlid="nl35" bibid="bib19" firstref="ref54"></nolink> <nolink nlid="nl36" bibid="bib53" firstref="ref55"></nolink> <nolink nlid="nl37" bibid="bib61" firstref="ref56"></nolink> <nolink nlid="nl38" bibid="bib77" firstref="ref57"></nolink> <nolink nlid="nl39" bibid="bib70" firstref="ref58"></nolink> <nolink nlid="nl40" bibid="bib20" firstref="ref59"></nolink> <nolink nlid="nl41" bibid="bib15" firstref="ref60"></nolink> <nolink nlid="nl42" bibid="bib10" firstref="ref61"></nolink> <nolink nlid="nl43" bibid="bib37" firstref="ref62"></nolink> <nolink nlid="nl44" bibid="bib48" firstref="ref64"></nolink> <nolink nlid="nl45" bibid="bib62" firstref="ref65"></nolink> <nolink nlid="nl46" bibid="bib76" firstref="ref69"></nolink> <nolink nlid="nl47" bibid="bib56" firstref="ref71"></nolink> <nolink nlid="nl48" bibid="bib51" firstref="ref72"></nolink> <nolink nlid="nl49" bibid="bib13" firstref="ref74"></nolink> <nolink nlid="nl50" bibid="bib14" firstref="ref75"></nolink> <nolink nlid="nl51" bibid="bib43" firstref="ref82"></nolink> <nolink nlid="nl52" bibid="bib31" firstref="ref91"></nolink> <nolink nlid="nl53" bibid="bib24" firstref="ref92"></nolink> <nolink nlid="nl54" bibid="bib55" firstref="ref96"></nolink> <nolink nlid="nl55" bibid="bib74" firstref="ref97"></nolink> <nolink nlid="nl56" bibid="bib16" firstref="ref103"></nolink> <nolink nlid="nl57" bibid="bib47" firstref="ref104"></nolink> <nolink nlid="nl58" bibid="bib50" firstref="ref106"></nolink> <nolink nlid="nl59" bibid="bib46" firstref="ref107"></nolink> <nolink nlid="nl60" bibid="bib40" firstref="ref112"></nolink> <nolink nlid="nl61" bibid="bib34" firstref="ref116"></nolink> <nolink nlid="nl62" bibid="bib64" firstref="ref117"></nolink> <nolink nlid="nl63" bibid="bib18" firstref="ref119"></nolink> <nolink nlid="nl64" bibid="bib45" firstref="ref120"></nolink> <nolink nlid="nl65" bibid="bib22" firstref="ref126"></nolink> <nolink nlid="nl66" bibid="bib72" firstref="ref127"></nolink> <nolink nlid="nl67" bibid="bib63" firstref="ref130"></nolink> <nolink nlid="nl68" bibid="bib66" firstref="ref139"></nolink> <nolink nlid="nl69" bibid="bib29" firstref="ref140"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1502438
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Pupil Perspectives of School Belonging in a Specialist School Setting
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Stefanie+Pearce%22">Stefanie Pearce</searchLink><br /><searchLink fieldCode="AR" term="%22Daisy+Loyd%22">Daisy Loyd</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0902-6250">0000-0003-0902-6250</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Emotional+%26+Behavioural+Difficulties%22"><i>Emotional & Behavioural Difficulties</i></searchLink>. 2025 30(1-2):58-73.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Schools%22">Special Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Attachment+Behavior%22">Attachment Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Adoption%22">Adoption</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma%22">Trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13632752.2025.2474807
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1363-2752<br />1741-2692
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1502438
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1502438
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13632752.2025.2474807
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 58
    Subjects:
      – SubjectFull: Sense of Belonging
        Type: general
      – SubjectFull: Special Schools
        Type: general
      – SubjectFull: Attachment Behavior
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Trauma Informed Approach
        Type: general
      – SubjectFull: Adoption
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Trauma
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Positive Reinforcement
        Type: general
      – SubjectFull: Mental Health
        Type: general
    Titles:
      – TitleFull: Pupil Perspectives of School Belonging in a Specialist School Setting
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Stefanie Pearce
      – PersonEntity:
          Name:
            NameFull: Daisy Loyd
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1363-2752
            – Type: issn-electronic
              Value: 1741-2692
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 1-2
          Titles:
            – TitleFull: Emotional & Behavioural Difficulties
              Type: main
ResultId 1