Teachers’ and students’ experiences using the New Citizens tool: a study of belonging in culturally diverse classrooms

ABSTRACT

This study explores how teachers and students from culturally diverse upper secondary classrooms experienced the potential for enhanced belonging through the use of question cards from New Citizens. The methods include the collection of self-reported reflection logs from teachers, a focus group interview with teachers and individual interviews with students. The findings indicate three main themes: 1) development of communication skills, trust, and safety in student‒student relationships, 2) students’ experiences of self-efficacy and self-worth, and 3) recognition of similarities and differences among students. These findings confirm the importance of student‒student relationships in upper secondary schools and show how the recognition of similarities and understanding were enhanced through the use of question cards. An implication of this study is that the further development of such tools could help teachers promote belonging in culturally diverse classrooms.

KEYWORDS:

• School belonging
• friendships
• specific tools
• culturally diverse classrooms
• upper secondary schools

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

No funding was received.

Notes on contributors

Charlotte Helen Haaland Hancock

Charlotte Helen Haaland Hancock is a PhD fellow at the University of Stavanger. Her main research interests are cultural diversity, inclusion, upper secondary education, and teacher education. E-mail: [email protected]