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A Sense of Belonging in Regional Queensland Special Schools from the Perspective of School Leaders, Teachers, and Teacher Aides

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Title: A Sense of Belonging in Regional Queensland Special Schools from the Perspective of School Leaders, Teachers, and Teacher Aides
Language: English
Authors: Marie Hayward, Margaret Marshman (ORCID 0000-0002-7941-6302)
Source: Australasian Journal of Special and Inclusive Education. 2025 49(1):1-14.
Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Sense of Belonging, Special Schools, Administrator Attitudes, Teacher Attitudes, Teacher Aides, Attitudes, Knowledge Level, School Policy, Interpersonal Relationship, Diversity, Inclusion, Student Needs, Educational Practices, Students with Disabilities, Educational Environment
Geographic Terms: Australia
DOI: 10.1017/jsi.2025.2
ISSN: 2515-0731
2515-074X
Abstract: Sense of belonging is a complex construct that we all strive for in our daily lives. Sense of school belonging influences educational outcomes and is vital for cognitive, behavioural, and socio-emotional success at school. Sense of belonging for students with disability in special schools has rarely been examined and is not well understood. In this study, we investigated the role special school leaders, teachers, and teacher aides play in building a sense of belonging for themselves and their students. Two hundred and sixty-two participants from 10 state special schools within a regional area of Queensland, Australia, completed a survey to determine their perceptions of how special school staff promoted school belonging as well as their knowledge of policy documents. Responses consistently indicated a positive sense of school belonging across all schools. Findings highlight what school leaders, teachers, and teacher aides do in their everyday practices to promote a strong sense of belonging at their special schools, including building positive trusting relationships with all stakeholders, learning environments that valued diversity and difference, inclusive practices that met the social and academic needs of students, and schools' organisational practices.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476342
Database: ERIC
FullText Text:
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  Data: A Sense of Belonging in Regional Queensland Special Schools from the Perspective of School Leaders, Teachers, and Teacher Aides
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  Data: <searchLink fieldCode="AR" term="%22Marie+Hayward%22">Marie Hayward</searchLink><br /><searchLink fieldCode="AR" term="%22Margaret+Marshman%22">Margaret Marshman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7941-6302">0000-0002-7941-6302</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Australasian+Journal+of+Special+and+Inclusive+Education%22"><i>Australasian Journal of Special and Inclusive Education</i></searchLink>. 2025 49(1):1-14.
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  Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Schools%22">Special Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Aides%22">Teacher Aides</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22School+Policy%22">School Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1017/jsi.2025.2
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  Data: 2515-0731<br />2515-074X
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  Data: Sense of belonging is a complex construct that we all strive for in our daily lives. Sense of school belonging influences educational outcomes and is vital for cognitive, behavioural, and socio-emotional success at school. Sense of belonging for students with disability in special schools has rarely been examined and is not well understood. In this study, we investigated the role special school leaders, teachers, and teacher aides play in building a sense of belonging for themselves and their students. Two hundred and sixty-two participants from 10 state special schools within a regional area of Queensland, Australia, completed a survey to determine their perceptions of how special school staff promoted school belonging as well as their knowledge of policy documents. Responses consistently indicated a positive sense of school belonging across all schools. Findings highlight what school leaders, teachers, and teacher aides do in their everyday practices to promote a strong sense of belonging at their special schools, including building positive trusting relationships with all stakeholders, learning environments that valued diversity and difference, inclusive practices that met the social and academic needs of students, and schools' organisational practices.
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Sense of Belonging
        Type: general
      – SubjectFull: Special Schools
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teacher Aides
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      – SubjectFull: Attitudes
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      – SubjectFull: Knowledge Level
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      – SubjectFull: School Policy
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Diversity
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      – SubjectFull: Inclusion
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      – SubjectFull: Student Needs
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      – SubjectFull: Educational Practices
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Educational Environment
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      – SubjectFull: Australia
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      – TitleFull: A Sense of Belonging in Regional Queensland Special Schools from the Perspective of School Leaders, Teachers, and Teacher Aides
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