Inclusive and exclusive belonging – the impact on individual and community well-being

By S. Roffey. Educational & Child Psychology, 2013

89 citations recorded by the source corpus.

A sense of connectedness is increasingly recognised as a protective factor in resilience and well-being (Benard, 1991; Blum, 2005; Libbey, 2004). This paper reviews some of the international literature on belonging, especially within the school context, and explores the important distinction between those school communities that are inclusive and facilitate participation for all students and those that maintain an exclusive position that regulates who may belong and who may not, who is valued and who is marginalised. This is set within a broader socio-political context.This paper addresses some of the beliefs and behaviours that promote healthy and inclusive relationships and puts forward a case for building inclusive school communities. Effective school and classroom practices are illustrated in the findings of a small study on Circle Solutions. This is a philosophy and pedagogy that aims to enhance the relational quality in a school and promote a sense of inclusive belonging. Our primary focus here is vulnerable and often challenging students. We address what this means for the role and responsibility of educational psychologists in increasing inclusive connectedness and reducing rates of exclusion.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3662233c30a2605c0df1f6bb45ce0954ee129930

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. L. Waters
2. Margaret L. Kern
3. Kelly-Ann Allen
4. H. Stokes
5. D. McInerney
6. Christopher S. Rozek
7. George M. Slavich
8. T. Brunzell

In Education

1. Margaret L. Kern
2. Kelly-Ann Allen
3. H. Stokes
4. D. McInerney
5. Christopher S. Rozek
6. L. Waters
7. George M. Slavich
8. T. Brunzell

Citations in the corpus

• Belonging: a review of conceptual issues, an integrative framework, and directions for future research (2021, background): “Putnam described the concepts of bridging and bonding social capital, in which the former was later referred to as inclusive belonging, whereas the latter pertains to exclusive belonging (Putnam, 2000; Roffey, 2013).”
• Trauma-Informed Positive Education: Using Positive Psychology to Strengthen Vulnerable Students (2016, background): “Strong attached relationships form the basis of relational health that serve as protective circles of safety required to take learning risks in the classroom (Roffey 2013; Stewart et al. 2004).”