School Belonging among Young Adolescents with SEMH and MLD: The Link with Their Social Relations and School Inclusivity

Autor/inn/en	Dimitrellou, Eleni; Hurry, Jane
Titel	School Belonging among Young Adolescents with SEMH and MLD: The Link with Their Social Relations and School Inclusivity
Quelle	In: European Journal of Special Needs Education, 34 (2019) 3, S.312-326 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dimitrellou, Eleni) ORCID (Hurry, Jane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2018.1501965
Schlagwörter	Student School Relationship; Secondary School Students; Student Attitudes; Adolescent Attitudes; Mental Disorders; Emotional Disturbances; Mental Health; Special Needs Students; Mild Disabilities; Learning Disabilities; Interpersonal Competence; Inclusion; Interpersonal Relationship; Behavior Problems; Sense of Community; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schüler-Lehrer-Beziehung; Sekundarschüler; Schülerverhalten; Mental illness; Geisteskrankheit; Gefühlsstörung; Psychohygiene; Sonderpädagogischer Förderbedarf; Learning handicap; Lernbehinderung; Interpersonale Kompetenz; Inklusion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland
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 understand the schooling experiences of pupils with behavioural difficulties and learning difficulties by investigating whether they have a sense of belonging and positive social relations and 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) young adolescents 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 belonging of both groups is associated with their positive perceived relations with teachers and their inclusiveness of school ethos. These findings contribute as they offer ways of enhancing the sense of belonging of pupils with behavioural and learning difficulties in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01