School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity

Abstract

Despite the considerable institutional changes schools have made to accommodate the individual needs of pupils with special educational needs and disabilities (SEND), as underpinned by key principles of inclusion, there is still international concern about the mainstream experiences pupils with SEND have in school settings. This study helps us gain a clearer understanding of the schooling experiences of pupils with social emotional and mental health (SEMH) difficulties and moderate learning difficulties (MLD) by investigating whether they have a sense of school belonging and positive social relations as well as whether these vary according to the level of inclusiveness of the school ethos at the institution they attend. Perceived social relations and feelings of belonging of 1,440 (282 SEND) pupils, attending the 7 th to 10 th grades, from three secondary mainstream settings that differ in inclusivity, were analysed using a self-reporting questionnaire. Findings demonstrated that pupils with SEND are not a homogeneous group, as pupils with behavioural difficulties were found to have less of a sense of belonging, and social relations than those with learning difficulties. It was also found that the sense of school belonging of both groups of SEND is associated with their positive perceived relations with teachers, as well as their inclusiveness of school ethos. These findings contribute to the literature of special education, as they offer ways of enhancing the sense of school belonging of pupils with behavioural and learning difficulties in mainstream settings.

Understanding what makes a positive school experience for pupils with SEND: can their voices inform inclusive practice?

“…As this study has indicated, pupils with SEMH were the ones who expressed the greatest dissatisfaction with school when compared to pupils with MLD and their typical counterparts. It can thus be speculated that the needs of pupils with SEMH are less satisfied within mainstream settings as compared to the needs of pupils with MLD (Dimitrellou and Hurry, ; Murray and Greenberg, ). Yet, despite their expressed differences, all pupils, irrespective of their type of need, voiced quite similar views on what makes a positive school experience for them.…”

Primary school students’ attitudes towards peers displaying hyperactivity: Examining impacts of homophily and inter‐group contact on students’ social inclusion

“…Friendships are, however, crucial for the well‐being, self‐worth and social‐emotional development of students (e.g., Mitic et al., 2021; Maunder et al., 2019; Kidger et al., 2012). In this context, it has been highlighted, that students with behaviour difficulties and hyperactivity have less sense of school belonging (see e.g., Dimitrellou & Hurry, 2019). In addition, research indicates that this group of students has more peer difficulties (see e.g., Gardener et al., 2015) and difficulties maintaining friendships (Marton et al., 2015) compared to their peers without such symptoms.…”

Development and Validation of a Model Predicting Students’ Sense of School Belonging and Engagement as a Function of School Climate

“…Theorists suggested that the quality of social relationships contributes directly and positively to developing students' sense of school belonging. However, several types of relationships can be considered, including friendships, dyadic relationships, teacher/students' relations, peer relations, social processes present in class, or peer acceptance (Dimitrellou & Hurry, 2019;Juvonen, 2006;Ibrahim and El Zaatari, 2020). Within these different types of relationships, the quality of social bonds must be present, and acceptance must prevail over social isolation.…”

“…As an element negatively influencing school belonging, the concept of social isolation refers precisely to the need for students to interact frequently with their peers (Dimitrellou & Hurry, 2019;London and Ingram, 2018;Wehlage et al, 1989). However, in order to foster quality social relations, teachers obviously have a role to play.…”