Book contents
- The Cambridge Handbook of Applied School Psychology
- The Cambridge Handbook of Applied School Psychology
- Copyright page
- Contents
- Contributors
- Contributor Biographies
- Acknowledgments
- 1 Broadening the Focus of School Psychology Practice
- Part I Individual-Level Academic Interventions
- Part II Teacher- and System-Level Interventions
- Part III Interventions from Educational and Social/Personality Psychology
- 10 Belonging in Schools: A Social Psychological Perspective
- 11 Cross-Race/Ethnic Friendships in School
- 12 Self-Regulated Learning in School Contexts
- 13 School Environments that Facilitate Delaying Gratification
- 14 Understanding and Cultivating Hope in School
- 15 School Settings that Facilitate High Teacher Expectations
- 16 Parental Autonomy and Relatedness Support
- 17 Preventing and Minimizing Stereotype Threat in School Settings
- 18 The Hidden Classroom: How Gender Stereotypes Impact Academic Achievement
- Part IV Behavioral and Social-Emotional Interventions
- Part V Health and Pediatric Interventions
- Part VI Family Connections and Life Transitions
- Part VII Special Populations
- Part VIII Conclusion
- Index
- References
10 - Belonging in Schools: A Social Psychological Perspective
from Part III - Interventions from Educational and Social/Personality Psychology
Published online by Cambridge University Press: 18 September 2020
- The Cambridge Handbook of Applied School Psychology
- The Cambridge Handbook of Applied School Psychology
- Copyright page
- Contents
- Contributors
- Contributor Biographies
- Acknowledgments
- 1 Broadening the Focus of School Psychology Practice
- Part I Individual-Level Academic Interventions
- Part II Teacher- and System-Level Interventions
- Part III Interventions from Educational and Social/Personality Psychology
- 10 Belonging in Schools: A Social Psychological Perspective
- 11 Cross-Race/Ethnic Friendships in School
- 12 Self-Regulated Learning in School Contexts
- 13 School Environments that Facilitate Delaying Gratification
- 14 Understanding and Cultivating Hope in School
- 15 School Settings that Facilitate High Teacher Expectations
- 16 Parental Autonomy and Relatedness Support
- 17 Preventing and Minimizing Stereotype Threat in School Settings
- 18 The Hidden Classroom: How Gender Stereotypes Impact Academic Achievement
- Part IV Behavioral and Social-Emotional Interventions
- Part V Health and Pediatric Interventions
- Part VI Family Connections and Life Transitions
- Part VII Special Populations
- Part VIII Conclusion
- Index
- References
Summary
In this chapter, we provide an overview of the theoretical basis of, barriers to, and interventions aimed at improving belonging in schools. Our discussion focuses on interpersonal relations and individual perceptions as fundamental to the sense of belonging. We review research on belonging as a fundamental human motive as well as newer work exploring variability in the experience of belonging. We also address barriers to belonging, illustrating the relational role of peers and teachers. We conclude by highlighting three interventions shown to foster belonging in an educational context, focusing on challenging psychological perceptions of threat (Walton & Cohen, 2011), changing the climate (Walton et al., 2015), and promoting cross-group friendships (Page-Gould, Mendoza-Denton, & Tropp, 2008). Throughout the chapter, we highlight the importance of the roles of the institution, community, and individuals involved.
- Type
- Chapter
- Information
- The Cambridge Handbook of Applied School Psychology , pp. 157 - 169Publisher: Cambridge University PressPrint publication year: 2020