Belonging as a Pathway to Inclusive: An Inquiry into Supporting Inclusive Practice in Secondary Schools

Abstract

This report investigates students’ perspectives on a sense of belonging, and the relationship between nclusive practices. It further considers the implications for Resource Teachers: Learning and Behaviour (RTLB) as they work in secondary schools to supportinclusive teaching practice. The inquiry question, How can RTLB effectively support secondary teachers to develop a relational approach with students that enhances inclusive practice? was addressed by using photovoice and focus group methodologies tocollect data from secondary school students who had received learning support via RTLB services. Students experienced a sense of belonging at school when they felt welcomed by teachers; when their relationships with teachers were respectful, and when they felt that they were learning. To this end, they described what effective learning support looked like.