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  • Engaging Marginalized, ''At-Risk'' Middle-Level Students: A Focus on the Importance of a Sense of Belonging at School

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    Author(s)
    Pendergast, Donna
    Allen, Jeanne
    McGregor, Glenda
    Ronksley-Pavia, Michelle
    Griffith University Author(s)
    Pendergast, Donna L.
    McGregor, Glenda V.
    Ronksley-Pavia, Michelle
    Allen, Jeanne M.
    Year published
    2018
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    Abstract
    The philosophy of middle level education is to intentionally create a learning environment that supports every young adolescent. The literature around engagement points to the need for students to experience (among other requirements) a sense of belonging at school (SOBAS). When the need for belonging is not achieved there may be significant consequences, including an impact on intellectual performance, and hence, learning potential may not be achieved. For students with marginalized identities, an intensification of factors that create challenges places them at-risk of disengaging and their sense of belonging at school is ...
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    The philosophy of middle level education is to intentionally create a learning environment that supports every young adolescent. The literature around engagement points to the need for students to experience (among other requirements) a sense of belonging at school (SOBAS). When the need for belonging is not achieved there may be significant consequences, including an impact on intellectual performance, and hence, learning potential may not be achieved. For students with marginalized identities, an intensification of factors that create challenges places them at-risk of disengaging and their sense of belonging at school is more likely to be compromised. Nurturing SOBAS is positively associated with the retention of students who are at-risk of dropping out of, thereby being an aspirational goal of education. Methods: The findings of a systematic literature review related to young adolescents and the importance of SOBAS forms a focused literature base. We highlight findings from a study that explored the effectiveness of engagement strategies for marginalized students in one educational jurisdiction in Australia. Data in the form of a series of interviews and focus groups conducted with 25 students, 25 of their teachers, and 39 school leaders provides a rich data set for thematic content analysis. Inductive analysis and in vivo coding led to a framework that summarized each of the sub-group data sets to convey emergent themes. Results: Five themes related to SOBAS emerged from the data: (a) Relationships in School; (b) School Climate; (c) Pedagogical Practices; (d) Specific Programs and Activities; and (e) Other Issues, mainly variables such as family, mental health, trauma and poverty that impacted on a student’s SOBAS. Conclusion: The systematic literature review and the findings of the empirical study presented in this paper highlight aspects of SOBAS that can be formalized into a series of strategies to increase retention of marginalized students.
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    Journal Title
    Education Sciences
    Volume
    8
    Issue
    3
    DOI
    https://doi.org/10.3390/educsci8030138
    Copyright Statement
    © 2018 Australasian Association for Information Systems. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.
    Subject
    Secondary education
    Inclusive education
    Teacher education and professional development of educators
    Publication URI
    http://hdl.handle.net/10072/380660
    Collection
    • Journal articles

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