ABSTRACT
Research on school belonging applies the well-established understanding that we have a fundamental need to belong, to gain knowledge that students are a part of an adaptive, ephemeral, and complex school environment. This chapter sets out the fundamentals of school belonging and its link to positive school psychology and also incorporates a rapid literature review of the literature to summarise the main practice elements which are fundamental to school belonging. This is analysed alongside a short case study bringing forth the key point of the importance of teachers in effective school belonging strategies in order to support students. The preventative and proactive focus of belonging research and discourse, alongside the associated approaches and interventions of fostering school belonging, makes it an area of emerging interest within the field of positive psychology. School belonging has been identified as an impactful factor in student well-being, mental health, academic outcomes, and prosocial behaviours. This chapter provides a review of the research and understanding of school belonging with a focus on applied implications for assessment and intervention.
