Sheridan, Lisa;
(2025)
Exploring the Role of Belonging in the Inclusion of Students Attending Specially Resourced Provisions for Autism and/or Speech, Language, and Communication Needs in Mainstream Secondary Schools.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Abstract
This study explores the belonging experiences of students in Specially Resourced Provisions (SRPs) for autism and/or Speech, Language and Communication Needs (SLCN) in mainstream secondary schools. Situated within ongoing tensions regarding inclusion, the study uses belonging as a lens to explore whether SRPs offer a bridge to successful inclusion or reinforce separation. Guided by the Integrative Framework for Belonging (Allen et al., 2021) and the Bio-Psycho-Social-Ecological Model of School Belonging (Allen & Kern, 2017), this qualitative research employed a case study design in two mainstream secondary schools with an autism and/or SLCN SRP. Drawing on participatory research method approaches, a Research Group of three sixth form students with experience attending SRPs served as experts by experience, offering insights into the research tools and focus. The study involved semi-structured interviews with eight students and eight staff members (four staff from SRPs and four from mainstream), alongside observations within the SRP and mainstream school. Reflexive Thematic Analysis (Braun & Clarke, 2021) was used to develop themes across cases and data. Findings indicate that belonging is experienced as a dynamic, shifting process shaped by relationships, identity, and the ability to participate meaningfully and authentically across both contexts. While the SRP provided a safe space that supported authenticity and connection, they also reinforced perceptions of difference, leading to masking and a dual sense of identity. This study makes original contributions to the inclusion and belonging literature, recognising that students in SRPs experience fragmented belonging, described as ‘Split-Context Belonging’, shaped by constant shifts in identity negotiation and misalignment between the SRP and mainstream, revealing that SRP placement alone does not guarantee inclusion. The findings offer implications for schools in creating neurodiversity-affirming spaces and ensuring coherence between the SRP and mainstream school.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | D.Ed.Psy |
| Title: | Exploring the Role of Belonging in the Inclusion of Students Attending Specially Resourced Provisions for Autism and/or Speech, Language, and Communication Needs in Mainstream Secondary Schools |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2025. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| 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/10212372 |
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