Isolating The Causes Instead Of The Student: Building Belonging And Connectedness Among And With Students

Abstract

Embedded at the heart of the educational system is the teacher-student relationship. This qualitative Improvement Science Dissertation in Practice (ISDiP) examines the impact of the teacher-student relationship on students’ sense of belonging in the classroom and the broader school culture and climate in an urban interdistrict high school magnet program. At the 2022 Association of Middle School Leadership, Houston Kraft, developer of Character Strong, explained that If we know connection and belonging is a human need, we have to build systems and skills that support the acquisition of and development of connection before students ever feel safe to learn (Simpson, 2022). A study of scholarly literature and professional practices documented Self-Determination Theory and the concept of “Saying is Believing” as integral to changing teacher mindsets and practices in the classroom. Building upon Allen et al.’s Integrative Framework for Belonging, the scholarly researcher combined Learning Circles, Listening Sessions, and Self-Reflection Journaling focused on the Empathetic-Disciplinary Mindset to work with six high school teachers for eight weeks to impact perceptions of student sense of belonging in the classroom and the impact of instructional practices to enhance students’ internal sense of belonging. The qualitative findings showed promising practices for small group, scenario-based professional development that utilizes “Saying is Believing” to change teacher mindset and practices to foster stronger teacher-student relationships impacting a student’s sense of belonging in the classroom