Young Irish Travellers’ Experiences and Constructions of School Belonging

A systematic literature review identified eleven papers exploring relationships between school belonging (SB) and wellbeing variables in young people from ethnic minority backgrounds.

Selected papers were evaluated in three areas:

• methodological quality
• methodological relevance
• topic relevance.

The review found insufficient evidence to make conclusions about relationships between SB and anxiety, self-esteem or general wellbeing, though results suggested that the relationship between SB and anxiety may not echo that found in majority ethnic group samples.

The empirical research used a qualitative-quantitative embedded case study design to explore how young Irish Travellers think about and conceptualise SB.

Semi-structured interviews were conducted with young Irish Travellers in education (one male and three females, ages 12-18). Repertory grids were employed alongside a picture vignette to gather the young people's voices.

Data were analysed in three stages.

Following inductive Applied Thematic Analysis, six themes were developed:

• Inclusion and Fairness
• Wellbeing and Mental Health
• Respect and Acknowledgement
• Trust and Acceptance
• Safety and Protection
• Opportunities.

Repertory grids were analysed using qualitative and quantitative methods. Findings were deductively tested against theoretical propositions.

Irish Travellers' SB was impacted by stigma, stereotypes, relationships with peers and staff, acceptance, social inclusion, safety, academic inclusion and high aspirations.

Irish Travellers' constructions of SB involved being able to engage with learning, feeling safe (particularly from bullying) and minimising strong negative emotions.

Participants placed an unexpected emphasis on wellbeing and mental health.

This thesis emphasised the voices of an underrepresented and marginalised group in strengths-focused way that has offered implications for practice and research.