Pathways to Belonging

Kelly-Ann Allen, Ph.D. (2015), Melbourne Graduate School of Education, The University of Melbourne, is an endorsed Educational and Developmental Psychologist and Fellow of the University of Melbourne. She is nationally and internationally recognised both as a researcher and practitioner in social connectedness and school belonging and for her translation of this expertise within educational and community contexts. Dr. Allen has published extensively in the field of school belonging, including School Belonging in Adolescents: Theory, Research, and Practice (Springer, 2017).Christopher Boyle, Ph.D. (2009), Dundee, is based at the Graduate School of Education, University of Exeter. He is an Associate Professor of Educational Psychology and the Director of Doctoral Studies. Professor Boyle has been an education and psychology practitioner for over 20 years and has published extensively in the areas of educational psychology and inclusive education.

• ForewordJohn HattiePrefaceAcknowledgementsList of Figures and Tables1. The Varied Pathways to Belonging: An Introduction to School BelongingKelly-Ann Allen and Christopher BoylePart 1: The History and Future of School Belonging2. A Historical Account of School Belonging: Understanding the Past and Providing Direction for the FutureChristopher D. Slaten, Kelly-Ann Allen, Jonathan K. Ferguson, Dianne Vella-Brodrick and Lea WatersPart 2: Current Research on School Belonging3. Student and Staff Perspectives on School ConnectednessAnnie Gowing and Alun C. Jackson4. Perceptions of School Climate: The Role of Extracurricular ActivitiesCrystal Coker, Andrew Martinez, Susan D. McMahon, Jonathan Cohen and Amrit Thapa5. Does Including School Belonging Measures Enhance Complete Mental Health Screening in Schools?Kathryn Moffa, Erin Dowdy and Michael J. Furlong6. “This Reminds Me of My Country”: Exploring Experiences of Belonging at School for Young Children with Refugee BackgroundsClemence Due, Damien W. Riggs and Martha Augoustinos7. The Relationship between School Connectedness, Family Functioning, and ResilienceVictoria L. McKenzie and Jessica J. E. SmeadPart 3: Contemporary Issues for School Belonging8. The Role of Belongingness in International Students’ Acculturation ProcessBini Sebastian and Christopher D. Slaten9. Belief, Belonging and the Role of Schools in Reducing the Risk of Home-Grown ExtremismSue Roffey and Christopher Boyle10. School Belonging and Successful Transition Practice: Academic Self-Concept and Achievement Motivation in Primary School StudentsDaniel Mays, Sebastian Franke, Franka Metzner, Christopher Boyle, Divya Jindal-Snape, Lisa Schneider, Holger Zielemanns, Silke Pawils and Michelle WichmannPart 4: Interventions for School Belonging11. Rethinking School Belonging: A Socio-Ecological FrameworkKelly-Ann Allen, Dianne Vella-Brodrick and Lea Waters12. The Path Least Followed: Moving into the Future of School Belonging Research and towards Clearer InterventionsChristopher Boyle and Kelly-Ann AllenAbout the Contributors

This book should be key reading for students of education, for teachers and pastoral staff, school and college leadership teams, including SENDCos, and for education policymakers at all levels of government.- Dominic Griffiths, Manchester Metropolitan University, Support for Learning, 35 (1), 121-122There is repeated recognition in this book of the need to question the universal validity of theory derived from a limited community. If only such humility were more commonly found. In consequence the book, which inevitably is almost entirely derived from work in national systems, forms a rich resource and a valuable tool for any practitioner or researcher in international education.- Richard Pearce, International Education Consultant, in Journal of Research in International Education, 19(2), 176-179