An Exploration of a Sense of Belonging to School in Looked After Children

This thesis investigates the significance of school experience for the facilitation of a sense of belonging to school in Looked After Children (LAC).

The review paper highlights two key findings within the established literature.

Firstly, there is overall agreement that for children in general an increased sense of belonging is correlated positively with better psychological outcomes.

Secondly, the most rigorous studies do not demonstrate unequivocally that for all children an increased sense of belonging correlates positively with academic achievement.

The empirical paper composes two elements.

Quantitative data is collected through questionnaires answered by 31 LAC and 31 other children in a variety of English locations.

The questionnaires are designed to explore the participants sense of belonging to school and establish their psychological profiles.

This quantitative material is complimented with qualitative data generated in semi structured interviews with 7 LAC.

These interviews explore the barriers to, and facilitators in favour of an increased sense of belonging.

The evidence derived from the semi structured interviews is in significant respects supportive of the results for all children generated by the established literature.

Thus these LAC emphasise expected facilitators such as meaningful teaching and learning, and effective pastoral structures, as significant factors in the development of a sense of belonging.

However, in one respect, these respondents do not endorse a well established finding. They do not regard friendships in school as significant facilitators of a sense of belonging.