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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

By
Amanda D. Perez ,
Randy T. Lee  and
Rodolfo Mendoza-Denton
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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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.

Keywords

belonginginstitutionsinterventionsschoolsperson-situation interaction
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 157 - 169
Publisher: Cambridge University Press
Print publication year: 2020

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