ABSTRACT
This chapter concludes the book by summarizing the main contributions. It starts with a recapitulation of the five dominant themes concerning students with psychosocial problems and their battles for belonging and recognition: constant negotiation, shame, time, communities and support. Reformulating these themes as work, this chapter approaches students’ struggles with a focus on the resources they hold and activate while negotiating their identities as proper students and as worthy members of society. Enabling an appreciative orientation towards the productive work and learning processes of these students is one of the main contributions of taking a student perspective to understand students’ psychosocial problems and of representing the problems as psychosocial. This is crucial for higher education also to learn from these students’ experience. The chapter offers collaborative approaches as a tentative and complex answer to the centrifugal forces associated with psychosocial problems, discussing how collaborative learning communities hold great potential but also need careful attention and facilitation. The chapter ends by presenting an analytical model for enhancing knowledge of students’ belonging and recognition in higher education.
