Learning environments often play a significant role in fostering (or hindering) students’ sense of belonging and level of motivation. Research from the field of educational psychology indicates that students who feel valued and connected with others in school are more likely to develop positive identities, have higher levels of self-efficacy, and improve their likelihood of academic success (Ryan and Deci, 2017). So too, they are more likely to feel motivated to learn.
Recently, there has been a heightened level of concern regarding the roadblocks often faced by historically marginalized students (e.g., racialized and 2SLGBTQ+ students) in developing a strong sense of belonging within school settings.
Historically, Eurocentric and heterocentric norms have shaped social and political policies and experiences within North American school contexts. This perspective fails to acknowledge - and frequently belittles - the histories, values, and norms of historically marginalized groups, which ultimately ostracizes students who belong to these groups.
For this reason, many educators are increasingly striving to become more aware, not only of the influence 'belonging' has on students’ academic, social, and emotional development, but also how students’ sense of belonging can be undermined.
Equipped with this awareness, teachers can more ably work toward supporting all students sense of belonging and level of motivation by creating structures within their classrooms that foster a sense of respect, community, and mutual understanding.
