The University of Southampton
University of Southampton Institutional Repository
Warning ePrints Soton is experiencing an issue with some file downloads not being available. We are working hard to fix this. Please bear with us.

Sense of school belonging: How can schools make a difference?

Sense of school belonging: How can schools make a difference?
Sense of school belonging: How can schools make a difference?
The review investigated what school based interventions currently exist for supporting pupils sense of school belonging (SoSB). The search yielded 20 articles to be included in the review, and from these studies, 21 different intervention programmes were identified. Whilst all interventions aimed to increase SoSB, they were variable in many other aspects. To support synthesis of results, interventions were categorised as universal or targeted programmes and further divided based on common themes. Twelve studies reported a positive and significant effect of experimental condition on SoSB scores and one study reported a negative effect of experimental condition. Results support the notion that SoSB is malleable and can be enhanced through intervention support. All studies appear to incorporate aspects of teacher support and/ or personal characteristics, identified as having the largest effects with SoSB within Allen and colleagues’ meta-analysis (2016). In addition, the data presents a trend towards targeted interventions being more effective than universal interventions, presenting particularly positive effects of SoSB for ‘atrisk’ students. Implications are discussed in regards to the utility and effectiveness of having SoSB interventions being led by members of the school community, and in regards to the potential negative effect of peer contagion when running a group intervention with ‘at-risk’ youth.

The empirical paper examined the effectiveness of two experimental school-based diary conditions (gratitude diary and appreciation diary) on the promotion of SoSB and positive affect (PA), in comparison to a control condition (event diary). Participants aged 7 to 11 years (M = 8.76) were recruited from five primary schools in the South of England (N = 287). The intervention was carried out as a class, with pupils randomly allocated to either the gratitude, appreciation or event diary condition. Participants completed the diaries daily for three weeks, leading to 15 possible diary entries. Measures of gratitude, SoSB and PA were obtained at pre-intervention, postintervention and at a three-week follow-up, in addition to a pre-intervention measure of nostalgia proneness. Findings revealed that the intervention had been unsuccessful in manipulating gratitude, and ANOVAs for SoSB and PA revealed no significant effect of condition. However, a moderate positive correlation between gratitude, SoSB and PA change scores was noted, suggesting the existence of a relationship between change in gratitude and change in SoSB and PA. Possible explanations for the lack of condition effect in the current study are presented, in addition to limitations of the study in regards to the validity of the gratitude measures used and fidelity to intervention conditions.
University of Southampton
Shuttleworth, Ashleigh lauren
6e1a8c02-266e-404c-8c84-1d588cc02081
Shuttleworth, Ashleigh lauren
6e1a8c02-266e-404c-8c84-1d588cc02081
Woodcock, Colin
c86af126-e8c6-4158-927d-e5d65d0cfde1
Brignell, Catherine
ec44ecae-8687-4bbb-bc81-8c2c8f27febd
Diebel, Tara
c3983b97-a3f2-4902-ac19-8784fdcb12f5

Shuttleworth, Ashleigh lauren (2018) Sense of school belonging: How can schools make a difference? University of Southampton, Doctoral Thesis, 173pp.

Record type: Thesis (Doctoral)

Abstract

The review investigated what school based interventions currently exist for supporting pupils sense of school belonging (SoSB). The search yielded 20 articles to be included in the review, and from these studies, 21 different intervention programmes were identified. Whilst all interventions aimed to increase SoSB, they were variable in many other aspects. To support synthesis of results, interventions were categorised as universal or targeted programmes and further divided based on common themes. Twelve studies reported a positive and significant effect of experimental condition on SoSB scores and one study reported a negative effect of experimental condition. Results support the notion that SoSB is malleable and can be enhanced through intervention support. All studies appear to incorporate aspects of teacher support and/ or personal characteristics, identified as having the largest effects with SoSB within Allen and colleagues’ meta-analysis (2016). In addition, the data presents a trend towards targeted interventions being more effective than universal interventions, presenting particularly positive effects of SoSB for ‘atrisk’ students. Implications are discussed in regards to the utility and effectiveness of having SoSB interventions being led by members of the school community, and in regards to the potential negative effect of peer contagion when running a group intervention with ‘at-risk’ youth.

The empirical paper examined the effectiveness of two experimental school-based diary conditions (gratitude diary and appreciation diary) on the promotion of SoSB and positive affect (PA), in comparison to a control condition (event diary). Participants aged 7 to 11 years (M = 8.76) were recruited from five primary schools in the South of England (N = 287). The intervention was carried out as a class, with pupils randomly allocated to either the gratitude, appreciation or event diary condition. Participants completed the diaries daily for three weeks, leading to 15 possible diary entries. Measures of gratitude, SoSB and PA were obtained at pre-intervention, postintervention and at a three-week follow-up, in addition to a pre-intervention measure of nostalgia proneness. Findings revealed that the intervention had been unsuccessful in manipulating gratitude, and ANOVAs for SoSB and PA revealed no significant effect of condition. However, a moderate positive correlation between gratitude, SoSB and PA change scores was noted, suggesting the existence of a relationship between change in gratitude and change in SoSB and PA. Possible explanations for the lack of condition effect in the current study are presented, in addition to limitations of the study in regards to the validity of the gratitude measures used and fidelity to intervention conditions.

Text
Sense of school belonging: How can schools make a difference? - Version of Record
Available under License University of Southampton Thesis Licence.
Download (3MB)

More information

Published date: June 2018

Identifiers

Local EPrints ID: 438088
URI: http://eprints.soton.ac.uk/id/eprint/438088
PURE UUID: 7a9b7b15-98a3-4500-9811-1ee1c8cff657

Catalogue record

Date deposited: 28 Feb 2020 17:31
Last modified: 28 Feb 2020 17:31

Export record

Contributors

Author: Ashleigh lauren Shuttleworth
Thesis advisor: Colin Woodcock
Thesis advisor: Catherine Brignell
Thesis advisor: Tara Diebel

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×