How can schools foster participation and belonging for all students?

Abstract

Background: Despite ongoing policy and intervention efforts, many Western education systems face the persistent issue of young people disengaging from school. Young people possess valuable insights into their lived experiences of school, particularly regarding what fosters or inhibits their participation and belonging. However, their perspectives–especially those of students who struggle with school–are rarely solicited or compared with those of staff in efforts to improve educational practice. Purpose: This study explored student and staff perspectives on participation and belonging practices across ten high schools in New South Wales (NSW), Australia. It investigated how participation practices (e.g. having a say, making choices, working collaboratively) and belonging practices (e.g. connecting with peers and staff, fostering safety, being respected and included) were understood and experienced. It aimed to identify the conditions that sustained these practices, and to examine the changes needed. Method: Guided by the theory of practice architectures and recognition theory, the study employed a qualitative case study design, involving focus groups with 183 students and in‑depth interviews with 40 staff. Data were analysed thematically. Findings: While there were differences between students and staff regarding the perceived frequency and importance of identified participation and belonging practices, there was consensus about the importance of collaborative, respectful relationships. Students emphasised that feeling cared for, respected and valued in their relationships with staff and peers was a key precursor to belonging and participation. This was fostered through practices such as being treated with dignity and equality, being listened to and supported, and by staff showing genuine interest in students’ lives both at school and at home. Conclusion: The findings provide rich insight into the importance of routine, everyday practices in shaping students’ lived experiences of participation and belonging. They also underline the need for close attention to relational practices, in particular those that prioritise respect, inclusion and collaboration.