Pearce, Stefanie;
Loyd, Daisy;
(2025)
Pupil perspectives of school belonging in a specialist school setting.
Emotional and Behavioural Difficulties
10.1080/13632752.2025.2474807.
(In press).
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Abstract
School belonging is widely researched in mainstream school settings. However, not much is known about school belonging in specialist school settings or from the perspectives of children and young people (CYP) who are looked after or adopted. An interpretative case study design collected perspectives of school belonging from CYP who are looked after or adopted. Data were collected through a school belonging questionnaire and materials to support semi-structured interviews. Data analysis used reflexive thematic analysis. Analysis suggested CYP experienced school belonging in a specialist setting. Four themes characterised belonging: attachment to people and place; part of a community; free to be their own person; and affirmation. It is proposed that these themes were supported by trauma-informed practices. Implications about how the research informs concepts of school belonging and how school belonging can be enabled for CYP who are looked after or adopted as well as more broadly are considered.
| Type: | Article |
|---|---|
| Title: | Pupil perspectives of school belonging in a specialist school setting |
| DOI: | 10.1080/13632752.2025.2474807 |
| Publisher version: | https://doi.org/10.1080/13632752.2025.2474807 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | adoption, CHILDREN, NEED, Psychology, Psychology, Educational, pupil voice, School belonging, Social Sciences, specialist school, STUDENTS, trauma-informed, VIEWS, YOUNG-PEOPLE |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10207803 |
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