A systematic literature review to explore how staff in schools describe how a sense of belonging is created for their pupils

ABSTRACT

Pupils have been found to be more motivated, engaged and dedicated to their education if they experience a sense of belonging in their school environment. This systematic literature review aimed to explore descriptions of how staff in secondary schools create a sense of belonging for their pupils. Databases, including PsycINFO: Ovid online, Education Resources Information Centre (ERIC), Applied Social Sciences Index & Abstracts (ASSIA) and EBSCOhost were searched for relevant qualitative research studies. PRISMA guidelines were followed, to identify, screen and select relevant research papers, resulting in 5 studies being screened against a recognised scoring framework.

The current systematic literature review identified methods that were perceived to be useful when supporting pupils to develop a sense of belonging within their secondary school environment, both at the individual staff and whole school, systemic level. Limitations of the review are identified and directions for further research are also discussed.

KEYWORDS:

• Belonging
• connectedness
• relatedness
• secondary school
• school staff views

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The research was funded through England’s Department for Education (DfE) National College for Teaching and Learning (NCTL).

Notes on contributors

Leanne Greenwood

Leanne Greenwood is an Educational Psychologist with a research interest in school belonging and looked after children.

Catherine Kelly

Catherine Kelly is an Educational Psychologist and works at The University of Manchester as a tutor for professional training in Educational Psychology.